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Author Ellis, Sue
Title Applied Linguistics and Primary School Teaching : Developing a Language Curriculum
Imprint Cambridge : Cambridge University Press, 2011
book jacket
Descript 1 online resource (356 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Note Cover -- Half-title -- Title -- Copyright -- Contents -- Figures -- Tables -- Contributors -- Preface -- Editors' notes and conventions -- Introduction -- Rationale for this book: the linguistically aware teacher -- Why this, why now? -- The development of the book -- The diverse knowledge frames that primary teachers need -- What matters? Fundamental principles -- Children's rights -- Emerging knowledge -- Inter-professional and co-professional working -- Curriculum policy -- Who decides? The selection of topics for this book -- Useful and less useful knowledge: how teachers need to understand -- Developing teacher understanding -- Organisation of this book -- Conclusion -- Part I: Policy and diversity in the twenty-first-century primary school -- Introduction to Part I -- 1 The control of language or the language of control? Primary teachers' knowledge in the context of policy -- Introduction -- Reform of the school curriculum in England -- Reform of the teacher training curriculum in England -- What linguistic knowledge do teachers need? -- Communicating meaning and the context for teaching -- Language in use and language change -- Experiencing language -- Language and power -- From principles to practice: the teaching of reading -- Conclusion -- 2 Working with children who speak English as an additional language: an Australian perspective on what primary teachers need to know -- Introduction -- The importance of theories of language and literacy -- What is distinctive about knowledge for EAL education? -- Knowledge of high-challenge, high-support programmes -- Conclusion -- 3 Preparing for diversity: the alternatives to 'linguistic coursework' for student teachers in the USA -- Introduction -- Contextualised practice: a model for learning to teach reading in the USA
Developing applied sociolinguistic knowledge through field-based experiences -- Academic language: meaningful interactions with informational texts -- Semantics and morphology: developing word analysis strategies -- Written language: a window to language development -- Conclusion -- 4 Supporting children with speech, language and communication needs -- Introduction -- What are speech language and communication needs? -- What do teachers know about speech, language and communication needs and linguistics? -- Why do teachers need to know about linguistics to support children with SLCN? -- What is included in the Initial Teacher Training Curriculum now? -- What linguistic knowledge could it be useful to include in initial teacher training? -- Speech and phonology -- Vocabulary -- Sentences -- Using language -- How can teachers apply linguistic knowledge in working with children with SLCN? -- Conclusion -- 5 Foreign language teaching in the primary school: meeting the demands -- Introduction -- Models of language learning -- Linguistic knowledge and sound patterns -- Language anxiety -- Spelling and pronunciation -- Dictionary and alphabet knowledge -- Grammar knowledge -- Communication strategies and confidence -- Progression -- Developing the linguistic skills of the primary teacher -- Conclusions -- Part II: The range and focus of applied linguistics research -- Introduction to Part II -- 6 Grammar for designers: how grammarsupports the development of writing -- Introduction -- Writers as designers -- The design challenge of composing writing -- Grammar as a design tool -- Linguistic development in writing -- Language in action -- Conclusion -- 7 The use of corpus-based approaches in children's knowledge about language -- Introduction: the corpus in context -- The corpus-based learning about language in the primary-school project (CLLIP)
Facts and figures: investigating frequent words -- Breaking down the barriers: grammar and vocabulary -- Developing vocabulary: frequent words in different contexts -- Conclusion -- 8 Words and pictures: towards a linguistic understanding of picture books and reading pedagogy -- Introduction: picture books and pedagogy -- Picture books and academic discipline -- Words: carriers of story or tesserae of language? -- Towards a systematic framework for considering language in picture books -- The pedagogic function: how words support the reader -- Literary quality: how has the writer crafted this text? -- Critical language study -- Conclusion: picture books and pedagogy -- 9 From storytellers to narrators: how can the history of reading help with understanding reading comprehension? -- Introduction -- The rise of silent reading in the eighteenth century -- Sentences are not 'natural' -- Storytellers and narrators -- Conclusion -- 10 Talk about text: the discursive construction of what it means to be a reader -- Introduction -- Talk about text: speech genre or literacy event? -- Studying literacy development through a focus on literacy events: the bedtime story -- 'Did you see?' Literacy events that map less easily onto concepts of literacy development -- Literacy events and the social distribution of texts -- Sharing texts in real time: the formation of reading networks? -- Conclusion -- 11 Why we need to know about more than phonics to teach English literacy -- Introduction -- English orthography and written English -- The role of morphology in literacy -- Spelling -- Word recognition -- Reading comprehension -- Vocabulary learning -- Educational implications -- 12 Understanding children's reading comprehension difficulties -- Introduction -- Explaining children's reading comprehension difficulties
Educational implications of being a poor comprehender -- Recommendations for assessment -- Summary and conclusions -- 13 Classroom discourse: the promise and complexity of dialogic practice -- Introduction -- Classroom talk matters -- Conventional patterns of classroom talk -- Dialogic alternatives -- Problematising classroom dialogue -- Conclusion: dialogue as a problem … worth confronting -- Transcription notations -- 14 Pedagogy and bilingual pupils in primary schools: certainties from applied linguistics -- Introduction -- Multilingual and bilingual education: certainties, realities and principles -- Bilingualism in education -- Bilingual pedagogy -- Conceptualising a bilingual pedagogy in UK schools -- Principle 1: Teachers should feel confident in drawing on the full linguistic repertoire of classroom participants as a learnin -- Principle 2: A pedagogy which emphasises the overlapping of languages and literacies in the child is to be preferred to one whi -- Principle 3: A recognition that bilingual teachers/assistants bring a set of unique resources, knowledge and skills to lear -- Principle 4: A need for teacher training and development in how to employ these translanguaging resources for the wellbeing o -- Conclusion -- Part III: Empowering teachers and teachers' use of knowledge -- Introduction to Part III -- 15 Building knowledge about language into a primary teacher education course -- Introduction -- Wider background -- Institutional background -- The content of our 'Knowledge about Language' strand -- Word classes -- Text structure, syntax and morphology -- Phonology -- How this learning is contextualised in English modules in the BA course -- Year 1 -- Year 2 -- Year 3 -- Year 4 -- Conclusion -- 16 Using the International Phonetic Alphabet to support accurate phonics teaching -- Introduction -- A personal history
The case for phonics -- The case for some phonetics -- The case for IPA -- Objections -- Objection 1: IPA is difficult, like learning another language with a different script -- Objection 2: It is perfectly possible to transcribe the sounds of English using the letters of the alphabet, either on their own or in various combinations -- Objection 3: It is irrelevant when you have native speakers teaching other native speakers -- it may be appropriate only for EAL/ESOL -- Objection 4: It would be yet another burden on hard-pressed teachers -- Objection 5: It only applies to RP and fails to account for other accents -- How much do teachers need to know? -- Conclusion -- 17 Developing word-level literacy skills in children with and without typical communication skills -- Introduction -- Common instructional strategies for teaching word-level literacy skills -- An alternative conceptual framework for teaching word-level literacy skills: the multi-linguistic approach -- A classroom model for the multi-linguistic approach to word-level literacy instruction -- Phonemic awareness -- Orthographic knowledge -- Morphological awareness -- Using a multi-linguistic approach to improve word-level literacy skills of children with LLI -- Tailoring word-level literacy instruction for children with LLI -- Conclusion -- 18 The development of the Speech, Language and Communication Framework (SLCF) -- Introduction -- The need for the children's workforce to support speech, language and communication -- The need for training and professional development for school staff -- Addressing the need -- developing a framework -- Introducing the Speech, Language and Communication Framework (SLCF) -- Wider applications of the SLCF -- The effectiveness and benefits of training and CPD -- Transferring training to practice
Limited overview of existing knowledge, skills and opportunities for CPD
How applied linguistics knowledge informs literacy policy, curriculum and pedagogy in primary schools, making literacy teaching more efficient and effective
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Ellis, Sue Applied Linguistics and Primary School Teaching : Developing a Language Curriculum Cambridge : Cambridge University Press,c2011 9780521193542
Subject Language arts (Elementary) -- Curricula.;English language -- Study and teaching (Elementary) -- Foreign speakers.;Applied linguistics
Electronic books
Alt Author McCartney, Elspeth
Bourne, Jill
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