EDUC260 Module 1- WORDS (wks1-4)

EDUC260 Module 1- WORDS (wks1-4)

1. Week 1

   • The 6 Language Modes
     • listening, speaking, reading, writing, viewing, representing
     • these are interdependent and need to be combined to respond to and compose texts
   • The aim of English Syllabus
     • For students to understand and use language effectively, and appreciate, reflect and enjoy the English Language
   • Literacy
     • "the collection of competencies needed to view, produce and interpret language and symbols in multiple contexts and formats"
   • Multi-literacy
     • an understanding of literacy that acknowledges the changes in communication due to new technologies, shifts in language usage within different cultures and effects of globalisation
   • History of the English Language
     • IMPORTANT FOCUS: for students to understand that language is always changing and its uses change in different contexts
     • Language
       • Two types
         • verbal (speech)
         • non-verbal (sign language, gestures, drawing, writing)
       • involves producing and receiving info, coding and decoding info
       • Theories about the Origins of Language
         • BOW WOW THEORY- imitations of animal sounds
         • POOH POOH THEORY- natural intejections
         • DING DONG THEORY- reactions and sound utterances
         • ONOMATOPOEIA- imitations of sounds from characters/ objects
     • Seven Ages of English **
       • 1. Pre-English Period 2. Early Old English 3. Later Old English 4. Middle English 5. Early Modern English 6. Modern English 7. Late Modern English

2. Definitions

   • Critical Pedagogy
     • the philosophy that focuses on students being encouraged to question the assumptions
   • Etymology
     • the study of the history of words, its origins and how its meaning has changed over time
   • Semantics
     • the study of meaning of language
   • Syntax
     • combination and arrangement of words within larger structures such as phrases, clauses and sentences
   • Grammar
     • a system of rules inherent in a language by which sounds (phonemes) and forms (morphemes) arranged to produce sentences
   • Intonation
     • combination of pitch, stress and juncture of speech; can shape the interpretation of meaning
   • metalanguage
     • language to talk about language
   • morphology
     • form and structure of words
   • Lexis
     • the total vocabulary or catalogue of words

3. Week 2

   • A Balanced Approach to Reading
     • recognised interaction between reading and writing
     • recognises importance of context
     • emphasis on skills through explicit and systematic teaching
     • effective strategies to process papaer and digital text, factual and fictional texts
   • Three Cueing Systems for Meaning
     • SEMANTIC- knowledge of the world and the word
     • SYNTACTIC- knowledge of the structure of the lanaguage
     • GRAPHO-PHONIC- knowledge of letter-sound relationships
   • 3 Language Guide for Reading Comprehension (LIA)
     • Literal (HERE)- on the lines
     • Inferential (HIDDEN)- reading between the lines
     • Applied (IN MY HEAD)- beyond the lines--> what does it make you think about it?
   • Ways to construct meaning from reading
     • use of prior knowledge
     • understand cultural differences and textual purposes
     • chaining of the words
     • reading aloud= more practice
     • use visuals and images
     • examine placement of words
     • talk to others and share ideas with them
     • draw on relationships to make meanings, build common vocab and word meaning
     • E.G. CLOZE PASSAGES, SEQUENCING AND JIGSAW ACTIVITIES, VISUAL GRAPHIC ORGANISERS (PATTERNS, NETWORKS)
   • Teaching Approaches
     • RATIONALE- an effective grammar needs to be formal and functional just as an effective pedagogy needs to be both experiential and instructional
       • teaching needs to incorporate mixture of explicit and systematic teaching
     • Explicit Instruction
       • explain the purpose and present tasks clearly (challenge tasks are good!)
       • modelling, guiding and demonstrating tasks to be performed
       • make links with previous knowledge
       • provide scaffolding and feedback
     • Systematic Teaching
       • Process/ System
       • design teaching sequences according to prior learning and syllabus requirements
       • Monitor students' progress with various techniques
     • Continuous Process of Explicit and Systematic Teaching
       • Assessment -> Planning -> Instruction -> Review -> BEGINNING
   • 3 different types of teaching
     • Modelled Teaching
       • teacher led, teacher demonstrates new skills and concepts, activate prior knowledge and introduce new terminology
     • Guided Teaching
       • time for students to use knowledge, more student control, explicit connection to previous work, teacher gives enough support
     • Independent Teaching
       • minimal support, greater student responsibility, time for students to apply knowledge and skills, relies on self-direction and self-monitoring

4. Week 3

   • Engage students in 3 kinds of language
     • learning OF language, learning THROUGH language, learning ABOUT language
   • Traditional Grammar
     • emphasis on rules and sentence construction
   • Functional Grammar
     • focuses on the purposes and uses of language to make meaning
     • context and purpose will determine the appropriateness of language use
     • Making meaning
       • FIELD- WHAT
       • TENOR- WHO
       • MODE- HOW
   • MODALITY
     • auxillary verbs gives us info about the amount of certainty being expressed
     • high modality= WILL/ MUST, medium modality= CAN/SHOULD, low modality= MAY/MIGHT
   • Voice
     • active (subject does something)
     • passive (something is done to the subject)

5. Week 4.1

   • The Four Resources Model
     • Assists students to meet the complex literacy demands of C21st.
       • Text Code-Breaking
         • Decode the codes and conventions of written, spoken and visual texts and make meaning from the text
         • e.g. sound-letter relationships, spelling, punctuation and grammar
       • Text Meaning-Making
         • Ability to understand and compose meaningful written, spoken, digital or multimodal texts
           • Teaching Focus
             • knowledge about literal and inferential meanings
               • make meaning by drawing on background info and prior knowledge
                 • encourage students to understand and compose various types of text
           • Student Questions
       • Text Using
         • Ability to use written, spoken, digital and multimodal texts in functional ways
           • Teaching Focus
             • recognise the purpose, structure and features of text
               • apply knowledge of texts to achieve purposes in and out of schools
           • Students' Questions
       • Text Analysing
         • Ability to critically understand written, spoken, digital and multimodal texts; also understand that texts represent different POVs
           • Teaching Focus
             • identify techniques that position readers, viewers and listeners
               • identify opinions, bias, POV
                 • support an opinion/ present alternative positions (comparing POVs, rewriting different perspectives)
           • Students' Questions
             • SEE SLIDES