February 10, 2018

New PDF release: Applied Linguistics and Primary School Teaching

By Sue Ellis, Elspeth McCartney

ISBN-10: 0521193540

ISBN-13: 9780521193542

Glossy basic academics needs to adapt literacy programmes and confirm effective studying for all. they have to additionally aid kids with language and literacy problems, teenagers studying English as an extra language and probably train a contemporary overseas language. to do that successfully, they should comprehend the utilized linguistics examine that underpins such a lot of diverse components of the language and literacy curriculum. This e-book 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 academics in colleges. It considers the best way to impression specialist improvement that works. it's crucial interpreting for basic academics but additionally for speech and language therapists, academic psychologists, studying aid lecturers and all these doing language or literacy learn within the fundamental school room.

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Additional resources for Applied Linguistics and Primary School Teaching

Example text

It is not just that emerging research knowledge can inform how teachers interpret curriculum content, assessment and pedagogical guidance, although Alison Sealey’s description of work on linguistic corpora (described in Part II) suggests that it has the potential to completely revolutionise the pedagogy of grammar and vocabulary teaching. Introduction 7 Fundamentally, it is that the understanding of emergent knowledge thrives when teachers have a solid grounding in current frameworks and a clear grasp of the enquiry-driven nature of such frameworks.

In this book, Maggie Vance reviews this evidence in relation to the inclusion of children with speech, language and communication needs, and Jessie Ricketts and her colleagues present research indicating that teachers may not notice the comprehension problems of children who do not have diagnosed needs. Both Angela Creese and Carolyn Letts in their chapters outline the evidence related to teaching children who are learning English as an additional language, whilst Deborah Horan and Afra Ahmed Hersi suggest that current teacher education provision does not equip teachers to meet these diverse needs.

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. Coffield et al. (2007) complained that the evidence base for the new model of public service reform was weak and that the different elements are likely to be in conflict with each other because ‘A simple model has been arrived at by the expedient of understating all the difficulties and complexities inherent in each of its four main elements’ (Coffield et al.

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


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