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

By Sue Ellis, Elspeth McCartney

Sleek basic lecturers needs to adapt literacy programmes and confirm effective studying for all. they have to additionally aid teenagers with language and literacy problems, young children studying English as an extra language and doubtless train a contemporary international language. to do that successfully, they should comprehend the utilized linguistics study that underpins such a lot of varied components of the language and literacy curriculum. This ebook illustrates the effect of utilized linguistics on curriculum frameworks and pedagogy. It captures the variety of utilized linguistics wisdom that lecturers desire, and illustrates how this is often framed and is utilized by coverage makers, researchers, instructor educators and the opposite professions who paintings with lecturers in colleges. It considers the best way to influence specialist improvement that works. it's crucial interpreting for fundamental academics but additionally for speech and language therapists, academic psychologists, studying help academics and all these doing language or literacy examine within the basic lecture room.

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Knowledge can be framed and developed in powerful and less powerful ways. It is not enough simply to consider what needs to be ‘known’, one also needs to consider the ways of gaining and using knowledge. The most powerful ways of framing and developing knowledge are those that actually impact on what teachers notice about the language and literacy practices of the children they teach, and which lead to actions. Part III offers a range of approaches that are intended to affect how teachers respond to what children bring, and how they can be supported in changing their classroom practices, curriculum policies, teaching content and pedagogical frameworks to better challenge their pupils and meet their needs.

Curriculum policy New policy initiatives place demands upon teachers and schools. These may focus on specific schemes, such as the introduction of foreign language teaching in the primary school, discussed by Dan Tierney, or general policy concerns such as social and linguistic inclusion. But policy has a more widespread 8 Sue Ellis and Elspeth McCartney and subtle influence than this:€ policy frameworks shape what matters, what teachers are expected to know, and how they are expected to use this knowledge.

1 per cent of children in inner London speaking English as an additional language (Baker and Eversley 2000) and more than 300 languages spoken by children in the city’s schools (DCSF 2008d; NLT 2010). At the start of this new millennium, children speaking a language other than English at home also represented 20 per cent of the school-age population in the USA (Hoffman and Sable 2006). Deborah Horan and Afra Ahmed Hersi examine the implications of the linguistic changes that have occurred in North American classrooms over the past decade and discuss the dilemmas they create for those involved in designing and implementing pre-service 17 18 Sue Ellis and Elspeth McCartney education courses for student teachers.

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