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ENGLISH READER medwell et. al., 2014 (chapter 3 (generative/ innatist…
ENGLISH READER medwell et. al., 2014
chapter 3
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humans speak, animals don't p.22
complex rules just adopted/ understood - no need for formal teaching ! learn certain things just 'don't sound right' p.23
Behaviourist
conditioning, reward good behaviour, imitation, reward & repetition p.23
generative/ innatist
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children say 'goed, foots, I'm not are- not imitated so using some other inate ability?? (I think - so surely this is behaviourist? just not had experience yet of the irregular words??)
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Chapter 2
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language of science, aviation, computing, diplomacy & tourism
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STANDARD ENGLISH
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Standard British English, Std Indian English, Standard American English, Std Australian English etc. some eve say Std Scottish English p.9
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Regional variation
Accents
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unusual if natural way of speaking was entirely standard!! p.20 - really?? well bred? born with silver spoon?
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eg. pumps, plimsolls, daps, sand shoes, rubbashoes(Gibralter) ?? p.11
was instead of were (I think this is incorrect) I ain't never been (N london) MM say both dialect. NO NO NO - dialect not valid excuse for me!!
non standard dialects are not 'wrong' and play important role in children's lives. Just need to know when to use correct grammar p.12 - me- just be better- teach children correctly- be consistently CORRECT at home and stop putting at disadvantage/ confusing them !!!
direct speech in texts helps children identify that appropriate language changes depending on age, formality and purpose p.12
register
- in what situation , familiarity? formality p.14-15
classroom formal, playground not. teacher ; 'Please, be quiet' child to peer 'shaddup' p.15
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Jon p.18/9 standardised accent and dropped dialect colloquialisms so understood . But when home drop straight back into it!! Exactly my story!!
chapter 4
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PHONICS
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eg. shape 'c' is called 'see' but sound is c as in cat but not always ...eg ch-erry- amazing how quickly and easily children learn sound-symbol correspondence p.40
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phonemes pronounced differently in different accents....eg.bath /barth, fast/ farst. Teachers- be aware of children's accents when choosing examples !!! p.40
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Look, cover, write, check (Margaret Peters, 1985) p.41
Peters highlights patterns in unusual words and links this to promoting fluent & swift handwriting form early age.
Cripps & Peters (1990 cited in Medwell) emphasise the kinaesthetic learning of shape patterns - how does spelling shed come into this???
today computers more prolific- but typing not same & handwriting helps fix knowledge of phonetics p.43- again spelling shed's place?
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French writing distinctive.Uk school decides style to be used , controversial as many attached to their way of writing b, k or f etc. Teachers must be consistent and all implement same style when modelling esp EYFS p.43