linguists and the teaching of english
Download
Skip this Video
Download Presentation
Linguists and the Teaching of English

Loading in 2 Seconds...

play fullscreen
1 / 14

Linguists and the Teaching of English - PowerPoint PPT Presentation


  • 124 Views
  • Uploaded on

Linguists and the Teaching of English. University of Newcastle Friday 1 September 2006 Mick Connell School Improvement Adviser – English & Arts Rotherham LA QCA Principal Scrutineer - English. Key Stage 1 – Status and Practice of Phonics Teaching.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Linguists and the Teaching of English' - vicky


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
linguists and the teaching of english

Linguists and the Teaching of English

University of Newcastle

Friday 1 September 2006

Mick Connell

School Improvement Adviser – English & Arts

Rotherham LA

QCA Principal Scrutineer - English

key stage 1 status and practice of phonics teaching
Key Stage 1 – Status and Practice of Phonics Teaching
  • The initial teaching of reading: the place of phonics teaching and the child’s use of phonic strategies in successful, early reading
  • Government ‘direction’ on use of synthetic phonics. Research background is famously disputed
  • Most infant teachers are practical agnostics. They know that children differ. Weary with prescriptive, ‘one size fits all’ approaches – but notoriously compliant
key stage 2 and 3 grammar and writing development
Key Stage 2 and 3: Grammar and Writing Development
  • Issue: The place of grammar teaching and pupils’ knowledge of grammar in writing development.
  • Confusing messages. Where and when were these written?
  • i) ‘ All pupils have extensive grammatical knowledge…Teaching which focuses on grammar helps to make this knowledge explicit, extend children’s range and develop more confident and versatile language use.’
  • ii) ‘Grammar is means of enabling pupils to devote more control and choice in their use of language.’
  • iii) ‘ The teaching of the principles underlying and informing word order or syntax has virtually no impact on writing quality or accuracy.’

Answers:

i) ‘Grammar for Writing’ NLS 2000

ii) Cox Report 1989

Iii) Ofsted ‘English 2000-5 A Review of Inspection Evidence’ para 73

key stage 2 and 3 the national strategy
Key Stage 2 and 3: The National Strategy
  • The National Literacy Strategy and The Framework of Teaching Objectives have impacted on schools and teaching:
  • Organisation of and thinking about the content of English: word, sentence, text levels
  • Introduction of a daily lesson of literacy in primary schools
  • Establishment of the orthodox 4-part lesson: starter, whole class teaching, guided/independent work, plenary
  • Teaching to objectives – ‘what to teach over the course of the year’ (Framework for Teaching English: Years 7,8 and 9)
  • Refocusing English from ‘content’ to ‘competences’
teaching objectives
Teaching Objectives
  • The greatest challenge to teachers’ knowledge and practice has been at sentence level.
  • Sentence Level Objectives for writing are organised in four groups:
  • Sentence Construction and Punctuation
  • Paragraphing and Cohesion
  • Stylistics Conventions of Non-Fiction
  • Standard English and Language Variation
sentence level teaching objectives year 7 writing
Sentence Level: Teaching Objectives – Year 7 Writing
  • Sentence construction and punctuation
  • ‘Pupils should be taught to extend their use and control of complex sentences by:

a) recognising and using subordinate clauses;

b) exploring the functions of subordinate clauses, e.g. relative clauses such as ‘which I bought’ or adverbial clauses such as ‘having finished his lunch’

c) deploying subordinate clauses in a variety of positions within the sentence.’ (p22)

challenge of teaching to the framework of objectives
Challenge of Teaching to the Framework of Objectives
  • Teacher knowledge and confidence
  • Interesting and engaging pupils
  • Ensuring that new learning is transferred and applied in pupils’ own writing
  • Converting ‘features’ of texts into teaching objectives
  • Some objectives describe knowledge, some strategies and others are features of written texts
  • Impact of ‘applied’ genre theory: text types, writing frames
  • Myth of a new content of English –’Grammar for Writing’ has a glossary of terms that stretches to 40 pages.
key stage 3 and 4 two recent areas of development
Key Stage 3 and 4: Two Recent Areas of Development
  • Key Stage 3: Assessing Pupil Progress (APP)
  • Key Stage 4: GCSE English: Functional English and Flexibility
app assessing pupil progress
APP – Assessing Pupil Progress
  • Developed by QCA. Implemented by National Strategy.
  • Background

- Work on Assessment for Learning

- Key Stage test development and marking

- National Literacy Strategy/NC Programmes of Study

  • Aims to provide a single, consistent and diagnostic assessment framework for assessing reading and writing at Key Stage 3 (NC Levels 306)
  • The guidance is based on the Assessment Focuses and describe progression markers in each AF (assessment strand) in reading and writing
app guidance sentence level year 7
APP – Guidance – Sentence Level – Year 7
  • Example
  • AF5 – vary sentences for clarity, purpose and effect

Across a range of writing:

  • Level 3 * and, but, so are the most common connectives
  • Level 4 * use some subordinating connectives, e.g. if, when, because
  • Level 5 * wider range of connectives used to clarify relationship between ideas, e.g. although, on the other hand, meanwhile
  • Level 6 * confident use of a range of sentence features to clarify or emphasise meaning, e.g. fronted adverbials (‘Reluctantly, he ...’ , Five days later, it …’, complex noun or prepositional phrases
gcse developments
GCSE Developments
  • 2005 QCA publish results of English 21 consultation. (Competence, Creative, Critical and Cultural strands identified)
  • Government concern about coursework and ‘functional literacy’
  • Schools and teachers concerned that English courses are too literary and unattractive to boys and lower ability pupils
edexcel pilot english specification
Edexcel Pilot English Specification
  • Has three core or functional literacy units – speaking/listening, reading, writing – required for award of GCSE English
  • Optional Units/Modules:

- Two Literature modules

- 3 new modules: Spoken English Studies, Language of Digital Communication, Media

spoken english studies
Spoken English Studies
  • Task 1 – Written analysis of Spontaneous Spoken English
  • Stage 1 – maintain written log to include examples from:

- Here and Now

- Over Space

- Over Time

( Candidates collect examples or use archive sources, including the Edexcel Selection/Corpus of Spoken English)

  • Stage 2 – Select and transcribe three, 30 seconds-2 minute examples – one for each speech context
  • Stage 3 – Analyse the data.
  • locate/comment on features of spontaneous speech
  • show contrasts with scripted spoken language
  • Show how relationships affects language choice
  • Comment on any of: gender, class, age, region
  • Identify type and purpose(s) of utterances
  • * Task 2 - Scripting
how can linguists help
How Can Linguists Help?
  • Links/examples/evidence about relationship between pupils’ explicit grammatical

knowledge and writing development,

  • Help clarify what constitutes progression in writing,
  • Help exemplify and evaluate active, investigative approaches to learning about language in primary school,
  • Help enable and support use of spoken language corpuses by teachers/students
  • Shed light on how linguistic knowledge/approaches can improve reading skills,
  • Attract more teachers to develop their own knowledge about language,
  • Contribute to the continuing debates:

- What should teachers know about language/linguistics to enrich their teaching in the various phases?

- What aspects of language/linguistic knowledge or approaches should be taught to assist progress in literacy and English?

ad