Teaching English, Language and Literacy

by Jones, Russell

• ISBN13: 9780415200929
• ISBN10: 041520092X
• Format: Paperback
• Copyright: 2001-01-29
• Publisher: RoutledgeFalmer

Summary

Teaching English, Language and Literacyis an essential introduction for anyone learning to teach English at primary school level. Designed for students on initial teacher training courses and also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject, the book covers the theory and practice of teaching English, Language and literacy and is closely related to the new National Literacy Strategy.

Author Biography

Dominic Wyse is Principal Lecturer in Primary English and School-Based Research at Liverpool John Moores University Russell Jones is Senior Lecturer in Primary Education at Manchester Metropolitan University, specialising in English.

Table of Contents

List of figures	xi
List of tables	xii
Foreword	xiii
Preface	xv
PART I Introduction	1	(36)
The history of English, language and literacy	2	(22)
The English language	3	(2)
The teaching of English	5	(6)
Recent national projects	11	(13)
Theories of Learning	24	(13)
Theories of language acquisition	25	(1)
Social interactionist theories	26	(2)
Child-centred learning	28	(2)
Self-fulfilling prophecy	30	(1)
Socio-linguistic theory	30	(1)
Postmodernism	31	(1)
Philosophy and the National Literacy Strategy	32	(5)
PART II Reading	37	(76)
The development of reading	38	(20)
Children's reading development	39	(5)
The teaching of reading	44	(14)
Texts for children	58	(8)
Fiction	58	(4)
Published schemes	62	(1)
Non-fiction	63	(3)
Analysing texts	66	(6)
Inference	68	(1)
Using poetry	69	(3)
Listening to children read	72	(6)
Working with individual children: Paired and shared reading	72	(3)
The reading conference	75	(3)
Phonics	78	(7)
The irregularities of English	79	(1)
Teaching phonemes	80	(5)
Routines for reading	85	(6)
Independent reading	86	(1)
Shared reading	87	(1)
Guided reading	88	(3)
Reading for information	91	(6)
Directed activities related to texts (DARTs)	92	(2)
Reference Skills	94	(3)
Reading recovery	97	(7)
General considerations	97	(2)
The work of Marie Clay	99	(1)
Evaluations of reading recovery	100	(4)
Assessing reading	104	(9)
The running record	104	(1)
Miscue analysis	105	(2)
Reading observations	107	(6)
PART III Writing	113	(72)
The development of writing	114	(17)
Paul Bissex's writing development	115	(3)
The teaching of writing	118	(13)
Composition	131	(11)
Audience and purpose	133	(1)
Stimuli for writing	133	(2)
Non-fiction texts	135	(3)
Other research	138	(4)
Genre and the process of writing	142	(7)
The process approach	142	(2)
Genre theory	144	(5)
Spelling	149	(7)
Spelling development	150	(1)
Spelling strategies and the National Literacy Strategy	151	(1)
Assessing spelling	152	(4)
Handwriting	156	(6)
Basic handwriting concepts	156	(2)
Handwriting, spelling and cursive writing	158	(1)
Diagnosis of problems	159	(3)
Punctuation	162	(7)
Children learning to punctuate	165	(1)
Punctuation activities	166	(3)
Grammar	169	(7)
Grammar or knowledge about language (KAL)?	171	(1)
Grammar and the Framework for Teaching	172	(4)
Assessing writing	176	(9)
Formative assessment	177	(2)
Summative assessment	179	(6)
PART IV Speaking and listening	185	(40)
The development of talk	186	(11)
Stages of language acquistion	187	(2)
Pre-school language interaction	189	(2)
Speaking and listening in the 1988/1995 National Curriculum	191	(1)
Speaking and listening in the Framework for Teaching	192	(1)
Working beyond the NLS Framework	193	(4)
Accent, dialect and Standard English	197	(5)
Standard English	198	(1)
Language and Identity	199	(3)
Planning for talk	202	(7)
Examples of children talking	203	(3)
Classroom strategies	206	(3)
Play and language	209	(4)
Teachers observing play	210	(1)
Features of play in the curriculum	210	(3)
Drama	213	(5)
Why teach drama?	213	(1)
The early years	214	(1)
Understanding drama	215	(3)
Assessing talk	218	(7)
Principles of talk assessment	219	(1)
A short case-study	220	(5)
PART V General issues	225	(46)
Planning	226	(13)
Examples of planning	227	(12)
Home/school links	239	(7)
Learning at home and at school	239	(2)
Sending `work' home	241	(2)
Working with parents in the classroom	243	(3)
Information and communications technology	246	(6)
Applications	247	(1)
The internet	248	(1)
Research	249	(3)
Supporting black and multilingual children	252	(6)
Linguistic diversity	252	(2)
The promotion of standard English	254	(1)
Classroom approaches	254	(4)
Poetry	258	(6)
The early years	258	(1)
Moving forward	259	(1)
Extending the study of poetry	260	(4)
Media	264	(7)
Newspapers in the classroom	264	(2)
Film	266	(1)
Learning and media	267	(4)
Appendix - Links with Circular 4/98 Annex C	271	(3)
Index	274