Teaching Language in Context
Published on 22. October 2012
Book
Paperback/Softback
368 pages
978-0-19-557533-0 (ISBN)
Description
Teaching Language in Context takes the purposes for which language is used in different content areas as the starting point for teaching literacy. It recognises that students' understandings are constructed in language and that each area of the curriculum uses language in a different way. Success in each subject requires students to acquire the specialised language of the curriculum area; that is, the genres and language features through which the content is expressed. In order to successfully develop students' language for curriculum success, teachers must identify the language demands of the different curriculum areas. This textbook supports pre-service teachers to do this while familiarising them with the different curriculum areas.
Key features: Approaches language learning across the KLAs, and is consistent with Australian Curriculum plans for language and literacy Covers early childhood; primary and some middle years 'Have a Go' - Activities that allow students to become familiar with the language feature in question 'Think about It' - Activities that invite students to reflect on what they are learning 'In the Classroom' - Classroom-based, practical examples 'Text' boxes - Examples of teacher usage of texts
Key features: Approaches language learning across the KLAs, and is consistent with Australian Curriculum plans for language and literacy Covers early childhood; primary and some middle years 'Have a Go' - Activities that allow students to become familiar with the language feature in question 'Think about It' - Activities that invite students to reflect on what they are learning 'In the Classroom' - Classroom-based, practical examples 'Text' boxes - Examples of teacher usage of texts
More details
Language
English
Place of publication
Melbourne
Australia
Publishing group
Oxford University Press Australia
Target group
Professional and scholarly
College/higher education
Pre-service teachers studying a language teaching unit within their education degree
Illustrations
100 illustrations
Dimensions
Height: 247 mm
Width: 191 mm
Thickness: 12 mm
Weight
646 gr
ISBN-13
978-0-19-557533-0 (9780195575330)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Beverly Derewianka is Professor of Language Education at the University of Wollongong, where she is Director of the Centre for Research in Language and Literacy. Following several years teaching in primary and secondary schools, she became a teacher educator in the fields of TESOL and literacy education. Pauline Jones is Senior Lecturer in the Faculty of Education at the University of Wollongong. Pauline teaches in the areas of language, literacy and TESOL in undergraduate and postgraduate courses. Before moving into teacher education in 1995, she worked as a language curriculum consultant, ESL and classroom teacher and a community development worker in underprivileged urban environments.
Content
Part 1: Language and learning 1. An appropriate model of language Language in contextRegisterGenreRegister and genre in practice2. The functions of language Language development in early childhoodLanguage development in later childhoodUsing language to express and connect ideasUsing language to interact with othersUsing language to shape textsA functional model3. Introduction to a teaching and learning cycleBuilding knowledge of the fieldJoint construction: developing control over the genreIndependent construction Part 2: Learning about language 4. Language for creating and appreciating story worlds How narratives unfoldNarratives for young childrenNarratives for older childrenNarratives for young adolescentsHow do students learn about narrative?What are the major language resources for narratives?Focus on field'What's happening?'Who or what is involved?When? Where? How? Why?Field and narratives: strategies for teaching and assessing5. Language for recounting what happenedRecounts of personal experienceAutobiographiesBiographiesHistorical recountsHistorical accountsLiterary recountsHow do students learn to recount?What are the major language resources for recounting?Focus on mode: from spoken to writtenCohesionFocus on mode: strategies for teaching and assessing 6. Language for telling how to do something InstructionsSimple proceduresDirectionsProcedural recountsConditional ProceduresProtocolsHow do students learn about instructional texts?What are the major language resources for instructing?Focus on tenorFocus on tenor: strategies for teaching and assessing7. Language for observing and describing the world Texts that observe and describeHow do students learn to observe and describe?What are the major language resources for observing and describing?Focus on field: linking informationFocus on multimodal meanings: image and languageVisual representationMultimodal meanings: strategies for teaching and assessing8. Language for explaining how and why Sequential explanationsCausal explanationsCyclical explanationsSystem explanationsFactorial explanationsConsequential explanationsCombination: causes and effectsHow do students learn to explain phenomena?What are the major language resources for explaining?Focus on field: combining ideasFocus on field: strategies for teaching and assessing9. Language for persuading others Genres for arguingHow do students learn to argue?Genres for respondingHow do students learn to respond?What are the major language resources for arguing and responding?Focus on nominalisation: strategies for teaching and assessingFocus on appraisal: strategies for teaching and assessingOrganising information: text, paragraph, and sentenceText connectivesFocus on text organisation: strategies for teaching and assessing Appendix 1 - Scope and sequence of genre Appendix 2 - Scope and sequence of grammar