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

By Sue Ellis, Elspeth McCartney

ISBN-10: 0521193540

ISBN-13: 9780521193542

Smooth basic lecturers needs to adapt literacy programmes and confirm effective studying for all. they have to additionally aid kids with language and literacy problems, childrens studying English as an extra language and doubtless train a contemporary overseas language. to do that successfully, they should comprehend the utilized linguistics examine that underpins such a lot of diversified parts of the language and literacy curriculum. This booklet illustrates the influence of utilized linguistics on curriculum frameworks and pedagogy. It captures the diversity of utilized linguistics wisdom that lecturers desire, 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 how you can influence specialist improvement that works. it really is crucial studying for basic academics but additionally for speech and language therapists, academic psychologists, studying help lecturers and all these doing language or literacy study within the fundamental lecture room.

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Extra resources for Applied Linguistics and Primary School Teaching

Sample text

This contrasts with more decontextualised teaching such as formal grammar teaching, which has not been shown to have a positive impact on children’s writing (Wyse 2001). Language in use and language change The importance of the analysis of language in use, the third principle, can also be seen in relation to grammar. Teachers’ knowledge about English grammar should be informed by work such as that of Crystal (cf. Crystal 2004), which Who decides what primary teachers need? 27 explicitly recognises the historical changes to English including the influences of English as a world language and influences from new technology.

The concern of this book, namely the linguistic knowledge that it is important for primary teachers to understand, is affected by a wider concern:€who decides what primary teachers need to understand? The question is important because even the most logical and persuasive case for a particular kind of linguistic knowledge is unlikely to achieve the impact and influence it deserves if some of the answers to this question are not considered. In this chapter I explore the influence that political processes have had on decisions about subject knowledge, which, I reveal, are inextricably linked with curriculum and pedagogical reform.

The year 1997 marked another shift in the nature of state control. Whereas the ERA had limited its control of the curriculum to programmes of study, attainment targets and statutory testing, the introduction of national literacy and numeracy strategies specified in great detail the content of the curriculum and its sequence in a series of ‘objectives’. Teaching methods were specified to the extent that a lesson was prescribed as lasting one hour, and that hour should 24 Dominic Wyse be divided into timed segments, which broadly represented introduction, main activities and ‘plenary’.

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

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