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Language Education in the Primary Years by Frances Christie

By Frances Christie

This publication is meant as a textbook for instructor schooling within the basic years. Drawing on a lot contemporary examine into language and literacy, specifically Systemic practical Linguistic concept, it offers simple ideas for figuring out the instructing of the English language.

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38 Naomi: A seesaw. ) UNSW Language Edu Primary 10/5/05 4:08 PM Page 39 chapter 3 Oral language in schools Joanne: Lever. T: No, we’ve done that. Brad: Baseball bats. T: Baseball bats (pause) any bat really. But likewise the same. ) Joanne: (very quietly) Flying fox. T: Pardon? Flying fox? ] T: Now is there anything else that you can think of that wasn’t in the movie that possibly uses the principles of a machine? Stephen: Door handle. T: Door handle, good one, hey. ) Anything else? Jade? No?

It may emerge over some weeks as children undertake different tasks, use language in a variety of ways, both written and spoken, and sometimes revisit what they have learned with their teachers over time. 5, those text extracts were drawn from a fortnight’s work, in which the class studied about the principle of the ‘mechanical advantage’ conferred by the invention and use 44 UNSW Language Edu Primary 10/5/05 4:08 PM Page 45 chapter 3 Oral language in schools of machines. They began with a guided viewing of a film, and this was followed by the building of the blackboard summary of machines that was used for subsequent research in books, and then later again used in working in groups to build models of machines, with the students offering group oral explanations of these at the school assembly, and eventually producing written texts.

28 UNSW Language Edu Primary 10/5/05 4:08 PM Page 29 chapter 2 Early language learning _____ Conclusion We shall have more to say about the functional grammar in the later chapters of the book. For now, we have said enough to give a sense of what is involved in learning the resource of one’s mother tongue, at least with respect to interpersonal and experiential meanings. As children learn to express and build relationships, so too they also learn to build information and/or knowledge about their world.

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