Get Applied Linguistics and Primary School Teaching PDF

By Sue Ellis, Elspeth McCartney

ISBN-10: 0521193540

ISBN-13: 9780521193542

Sleek fundamental academics needs to adapt literacy programmes and make sure effective studying for all. they have to additionally aid young ones with language and literacy problems, young ones studying English as an extra language and doubtless educate a latest overseas language. to do that successfully, they should comprehend the utilized linguistics examine that underpins such a lot of various parts of the language and literacy curriculum. This e-book illustrates the effect of utilized linguistics on curriculum frameworks and pedagogy. It captures the diversity of utilized linguistics wisdom that academics want, and illustrates how this can be framed and is utilized by coverage makers, researchers, instructor educators and the opposite professions who paintings with academics in faculties. It considers the best way to influence specialist improvement that works. it truly is crucial examining for fundamental lecturers but additionally for speech and language therapists, academic psychologists, studying aid academics and all these doing language or literacy examine within the basic school room.

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Paradoxically, in view of the top-down approach adopted over a sustained period of time by politicians in England, Coffield et al. (2007) noted a new model of public service reform was being proposed in England that included the idea of ‘users shaping the service from below’. However, this still did not appear to acknowledge that professionals may be at least as informed and effective as governments at taking decisions. Rather than a positive and decisive move based on principle, the new model can be seen as a politically expedient response to growing tensions resulting from top-down control.

Classroom teachers will need, at some time, to communicate with SLTs, learning support teachers, specialists in English as an additional language, foreign language teachers and educational psychologists. Without a shared metalanguage for talking about language use and development, confusions can arise. Any discussion of a metalanguage automatically raises issues about ‘what counts’ and ‘who decides’; decisions about linguistic terminology obviously reflect views about what is important and about models of child learning.

Analysis of language in use should form the basis for appropriate knowledge for pupils and teachers. • Language is constantly changing hence descriptive accounts of language are more appropriate than prescriptive accounts. • Experiencing and reflecting on the processes of reading and writing are an important resource to enhance teaching and learning. • Language and social status (or power) are inextricably linked. Space precludes detailed accounts of the implications of each of these prinÂ� ciples so I restrict myself to one or two examples for each.

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Applied Linguistics and Primary School Teaching by Sue Ellis, Elspeth McCartney

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