Language is at the heart of the learning process. We learn through language. Our knowledge about the world is constructed in language-the worlds of home and the community, the worlds of school subjects, the worlds of literature, the worlds of the workplace, and so on. It is through language that we interact with others and build our identities. Teachers' explanations, classroom discussions, assessment of student achievement, and students' understanding, composition, and evaluation of texts are all mediated through language. In this book, the authors explore how an explicit understanding of how language works enables students to make informed choices in their use and understanding of texts. Teaching Language in Context 2e is an introduction to the language that students encounter in the various curriculum areas as they move through the years of schooling and it will enable teachers to: - plan units of work that are sensitive to the language demands placed on students - design activities with a language focus - select texts for reading at an appropriate level - analyse texts to identify relevant language and visual features - create teaching materials that integrate an awareness of language - help students to access meanings created through a variety of media (written, spoken, visual, multimodal) - provide explicit support in developing students' writing and composing - assess students' written work - extend students' ability to articulate what they are learning. In this second edition, there is an increased emphasis on the multimodal nature of texts, particularly the relationship between image and language, and the place of visuals in supporting students to master the literacy demands of the curriculum. The book also recognises the increasingly elaborate texts found in the more complex literacy tasks of upper primary and lower secondary classrooms.

Teaching Language in Context

Reference

Derewianka, Beverly

Jones, Pauline

Words, Language & Grammar

Oxford University Press

Teaching Language in Context takes the purposes for which language is used in different content areas as the starting point for teaching literacy. It recognises that students' understandings are constructed in language and that each area of the curriculum uses language in a different way. Success in each subject requires students to acquire the specialised language of the curriculum area; that is, the genres and language features through which the content is expressed. In order to successfully develop students' language for curriculum success, teachers must identify the language demands of the different curriculum areas. This textbook supports pre-service teachers to do this while familiarising them with the different curriculum areas.

Writing development has been a key area of research in applied linguistics for some time but most work has focused on children's writing at particular ages, for example, at the early primary, late primary or secondary stage.  Christie and Derewianka draw on extensive research in both primary and secondary years to trace the developmental trajectory from age 5 or 6 through to 18.  Using a systemic functional grammar, they outline developmental changes in writing in three major areas of the school curriculum - English, history, and science - as children move from early childhood to late childhood and on to adolescence and adulthood.  The book considers the nature of the curriculum at various stages, discussing the interplay of curriculum goals, pedagogy and developmental changes as children grow older.  It also explores how emergent control of the different subjects requires control of various subject specific literacies and considers the pedagogical implications of their findings.  It will be of interest to anyone involved in the writing performance of children in schools, particularly applied and educational linguists.

School Discourse: Learning to Write Across the Years of Schooling (Continuum Discourse, 12)

Christie, Frances

Continuum

Writing development has been a key area of research in applied linguistics for some time, but most work has focused on children's writing at particular ages. Christie and Derewianka draw on extensive research in both primary and secondary years to trace the developmental trajectory from age 5 or 6 through to 18. Using a systemic functional grammar, they outline developmental changes in writing in three major areas of the school curriculum - English, history, and science - as children move from early childhood to late childhood and on to adolescence and adulthood. The book considers the nature of the curriculum at various stages, discussing the interplay of curriculum goals, pedagogy and developmental changes as children grow older. It also explores how emergent control of the different subjects requires control of various subject specific literacies and considers the pedagogical implications of their findings. School Discourse will be of interest to anyone involved in the writing performance of children in schools, particularly applied and educational linguists.

A Grammar Companion for Primary Teachers

Primary English Teaching Association

A New Grammar Companion is linked with Grammar and Meaning (also published by PEETA).

A New Grammar Companion

See the best price to sell, buy, or rent books by Derewianka, Beverly. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Derewianka, Beverly

See the best price to sell, buy, or rent books by Derewianka, Beverly. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Teaching Language in Context

Teaching Language in Context

School Discourse: Learning to Write Across the Years of Schooling (Continuum Discourse, 12)

School Discourse: Learning to Write Across the Years of Schooling (Continuum Discourse, 12)

A Grammar Companion for Primary Teachers

A New Grammar Companion