Spoken English is affected by
historical, regional and individual
variations.
Dialect is the grammar and
vocal of language spoken in a
particular region
Accent is the way words
are pronounced
Language register is how different words/grammatical formations are used
defending on the situation
Pedagogical:
Children can recognise and practice SE and other dialects through speaking and
listening tasks including drama.
LANGUAGE
ACQUISITION
The 3 main theories of language acquisition are: The
behaviourist account, the generative/innatist approach
and the social interaction approach.
B.F.Skinner = Behaviourist view
Three part sequence = stimulus - response - reward
Main criticism = Children produce utterances they've not heard adults say
Naom Chomsy = Generative/Innatist approach
Supported by LAD (language
acquisition device)
Motherese = Non-standard way that adults talk to children
Children need to experiment with language and be
wrong because these are critical elements in
learning language in the context of real dialogue.
Social/Interactive approach = Humans are programmed to
communicate and can do so from birth. Language learnt through
interaction
Supported by LASS (Language Acquisition Support System)
REPRESENTING
SOUND IN
WRITING
Phonological awareness = Awareness of units of sound and how they work in speech
Syllable = A group of sounds that act as
a unit of rhythm in speech
Onset = Consonant at the
beginning of a syllable
Homophone =
words that sound
the same but
have a different
spelling or
meaning
Rime = The remaining part
of a syllable
Phoneme = Smallest unit of sound in a word
Morpheme = Smallest unit of meaning in a word
Phonics = Teaching children sound-symbol correspondences
44 phonemes in
English - 24
consonant and
20 vowel
Grapheme = A letter or group of letters representing a sound
Digraph = Two letter
grapheme e.g. CH
Trigraph - Three letter grapheme e.g air
Split digraph = the 'e' at the end of words
works with another letter to make a sound
e.g. 'oo' in hope
Blending = merging together of separate sounds in a word
Segmenting = Breaking words into phonemes to spell
Decode = to read words
Encode = to spell words
GRAMMAR
Grammatical knowledge puts children control of their use of
language, it helps them in their attempts to communicate and makes them more effective language users.
A sentence = A group of words containing a subject and
predicate that can stand alone.
Cohesive references can be made to other parts of text:
Anaphoric = refer back
Cataphorical = Point forward
Lexical cohesion = Where
two words in a text are
semantically related in
terms of meaning
PARTS OF A
SENTENCE
8 main word classes = Nouns, Pronouns, Adjectives, Adverbs, Verbs, Determiners, Conjunctions, Prepositions
4 types of common nouns =
concrete nouns, abstract,
countable and incountable
'A and 'an'' = the
indefinite article
'The' = the definite
article
'Twenty' = cardinal
number
Third = ordinal
number
3 types of conjunctions =
co-ordinating, correlative and
subordinating.
STORIES, POETRY
AND DRAMA
Main stage of story structure = The opening, the inciting moment, the development,
the denoument and the ending
Calligram = A poem where the
size, shape and font of letters
and their effects support its
meaning
Narrative poem = Tells a story
Performance
poem = Poem to
be acted out
A Haiku = Japanese verse
with 17 syllables over 3
lines
A Couplet = Two
consecutive lines linked by
rhythm and whyme
Shape poem = Appearance
on page reflects theme
Iambic pentameter = a rhythmical
pattern with 5 metrical beats to the
line (Shakespeare's plays)
Four functions of
drama in primary =
Drama as a story,
drama as an aid to
learning, drama as a
resource to moral
education and drama
as an aid to language
and literacy
development
Pedagogical
DRAMA - Puppets, Hot seating,
Improvisation, Simulation, Tableaux (freeze
frame)
Stories: Satisfy
curiosity, allow
children to
experience the
world vicariously,
improve literacy,
increase common
cultural
awareness and
provide pleasure