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E209 Week 14 TALKING AND LISTENING (NALDIC article (cultural diff may…
E209 Week 14 TALKING AND LISTENING
talk to children, involve them in everyday activities, be encouraging (not berating for being slow) Michael Rosen (2008) cited in StG
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871
display their writing
yet continue ‘learning to talk’ for many years
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=1.1
as children get older take their language for granted
adults (eg TAs) need to listen to children, talk (checking what they say is appropriate and know how and when to stay silent
children can talk well before start school
start interacting from birth!!
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=2
language changes from place to place- regional accents and dialects.*
US English, Australian English- diff and recognised
across world top 2nd language
when Gianni met Detlef-
English used fluently as a lingua franca between groups of people, none of whom are native speakers
is it even English??
spoken in their own accent (or, more technically, using their own phonology).
British English is well known for revealing the social class of a speaker, and language certainly continues to be a factor in the way people are perceived
MM says working class struggle as employers think 'not one of us'
could it be their accent / dialect exposes lack of grammar & stupidity?? (me)
although Northern teachers teaching down South have been told to tone down accent or move up north as conflicts with pupils
AV:Jack 'morph' & youtube/iPad
new words added overtime
nobody would know what talking about- youtube, website
culture specific (me)
TMA??
New words
MOOC for ‘massive open online course’, an educational course made available to a large number of people via the Internet.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=2.1
Dent cited in MM
Dent, J. (2016) ‘New words notes June 2016’. Available at
http://public.oed.com/the-oed-today/recent-updates-to-the-oed/june-2016-update/new-words-notes-june-2016/
(Accessed 24 November 2016).
many phrases we assume new have been around decades if not hundreds of years. eg* bovver..(Cath Tate) current since 1871,
proves language constantly emerging (commentary)
vocabularies (lexis), grammatical structures (syntax) sound systems (phonology),
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=2.2
Standard English itself is a dialect
– with its roots in the dialect of the English south-east Midlands; it just happens to be the dialect chosen (crucially by Caxton) to be the basis of written (and therefore ‘educated’) English
codeswitching
- bi-lingual people swapping between lang dependant on context
styleshifting
- swapping between formal and informal (dialects, registers and styles )
familiarity with terms makes them understandable to you - eg Home corner, TMA, forum
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=2.3
multilingual child
various languages (English, Urdu, Arabic) depends on location and context
Table identifies 3 styles of English use- formal 'yes miss' (teacher), slightly less formal 'no way I'm gonna' (TA) and informal with Brummie accent 'innit' 'ain't' (peers)
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=2.4
Variety of reasons to codeshift or styleshift
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=2.5
see list
NALDIC article
Science, language and literacy may be exploratory and hypothetical; in other areas such as History, language and literacy may be sequential or descriptive. Physical Education may feature language that emphasises instructions and adverbial phrases; in subject English, language may focus on literary language featuring metaphors and similes, and the structures of narrative and other genres.
https://www.naldic.org.uk/Resources/NALDIC/Initial%20Teacher%20Education/Documents/English.pdf
They may be new arrivals, low-key British bilinguals or high-achieving multilinguals (Harris 1997); all are at different linguistic starting-points in relation to English as a subject as well as using English across the curriculum.
interests and hobbies (eg Football) good starting point
those who have been read to in mother tongue already understand making sense of the marks & how to enjoy a story so learn English stories better too
cultural diff may impede understanding of a story
support through discussion & pre reading techniques vital
also acquire and use English by watching television, listening to music and reading on the internet
pronunciation alters meaning (for example ‘entrance’ and ‘read’).
good examples of homophones, homographs etc
macro (context, audience, purpose) micro (sentence, grammar, spelling) levels of language
Picture books (older) The Rabbits (Shaun Tan) or ZOO (Anthony Browne)
simple written narratives but subtle, disturbing meanings in the images which can be a springboard for extended oral or written pupil responses.
‘Tell me’ approach (Chambers, 2011):
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=3
more conducive to answering and discussion- direct questions clam up or say what think teacher wants to hear.
Two invaluable questions are: ‘What do you think?’ and ‘Why do you think that?
not just guessing or competing for the right answer, they are learning to think, give reasons and consider each other’s ideas.
, ‘In play a child always behaves beyond his average age, above his daily behaviour; in play it is as though he were a head taller than himself’ (Vygotsky, 1978, p. 102).
Really??? I think in play children can act younger!!
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=3.1
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=3.1
sadly curriculum demands mean less opportunity for imaginative play
chapter 2 - spoken v standard English
READER
Chapter 11- Poetry
see reader for highlight /notes
Kids love playing with rhymes- even before know the terms simile, onomatopoeia, personification
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444871§ion=3.2