This textbook aims to raise teachers’ language awareness, to emphasise the importance of language and communication in enabling young people to reach their potential, and to develop their knowledge of how language and communication function in educational environments as well as outside. Laid out in a clear five-unit structure, and complemented by a range of classroom activities, reflective exercises, and case study examples from around the world, this book addresses the need for teachers to become more linguistically aware and sensitive in an accessible and reader-friendly way. It is an essential resource for pre-service and in-service teachers working with a range of age groups across the curriculum.
Author(s): Richard Rossner, Rod Bolitho
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 206
City: Cham
Acknowledgements
Contents
List of Figures
List of Tables
Introduction
What Is Language-Sensitive Teaching?
The Aim of the Book
What Does the Book Contain?
Using the Book
Chapter 1: Unit 1: The Nature and Purposes of Language as Communication
1.1 Introduction
1.2 Section 1: Users of a Language as ‘Social Agents’
1.2.1 Task 1
1.2.2 Commentary
1.2.3 Task 2
1.2.4 Task 3
1.2.5 Task 4
1.2.6 Commentary
1.2.7 Task 5
1.2.8 Commentary
1.2.9 Task 6
1.2.10 Commentary
1.2.11 Task 7
1.2.12 Commentary
1.2.13 Task 8
1.2.14 Commentary
1.2.15 Summary
1.2.16 Some Questions for Reflection
1.3 Section 2: Variations in Language Use
1.3.1 Task 9
1.3.2 Commentary
1.3.3 Task 10
1.3.4 Commentary
1.3.5 Task 11
1.3.6 Commentary
1.3.7 Task 12
1.3.8 Commentary
1.3.9 Task 13
1.3.10 Commentary
1.3.11 Summary
1.3.12 Some Questions for Reflection
1.4 Section 3: Identity and Culture in Language Use
1.4.1 Task 14
1.4.2 Commentary
1.4.3 Task 15
1.4.4 Task 16
1.4.5 Commentary
1.4.6 Task 17
1.4.7 Commentary
1.4.8 Task 18
1.4.9 Commentary
1.4.10 Task 19
1.4.11 Commentary
1.4.12 Summary
1.4.13 Some Questions for Reflection
1.5 Section 4: Language and Power
1.5.1 Task 20
1.5.2 Commentary
1.5.3 Task 21
1.5.4 Commentary
1.5.5 Task 22
1.5.6 Commentary
1.5.7 Task 23
1.5.8 Task 24
1.5.9 Commentary
1.5.10 Summary
1.5.11 Some Questions for Reflection
1.6 Conclusion
References
Chapter 2: Unit 2: Language and Communication in Education 1
2.1 Section 1: Language and Learning
2.1.1 Task 1
2.1.2 Task 2
2.1.3 Commentary
2.1.4 Task 3
2.1.5 Task 4
2.1.6 Commentary
2.1.7 Summary
2.1.8 Questions for Reflection
2.2 Section 2: Context and Communication
2.2.1 Task 5
2.2.2 Commentary
2.2.3 Task 6
2.2.4 Task 7
2.2.5 Commentary
2.2.6 Task 8
2.2.7 Commentary
2.2.8 Task 9
2.2.9 Commentary
2.2.10 Task 10
2.2.11 Commentary
2.2.12 Summary
2.2.13 Some Questions for Reflection
2.3 Section 3: The Uses of Language in Teaching
2.3.1 Task 11
2.3.2 Commentary
2.3.3 Task 12
2.3.4 Commentary
2.3.5 Task 13
2.3.6 Task 14
2.3.7 Commentary
2.3.8 Summary
2.3.9 Questions for Reflection
2.4 Section 4: Learning Talk and Context
2.4.1 Task 15
2.4.2 Commentary
2.4.3 Task 16
2.4.4 Commentary
2.4.5 Task 17
2.4.6 Commentary
2.4.7 Task 18
2.4.8 Commentary
2.4.9 Summary
2.4.10 Some Questions for Reflection
2.5 Conclusion
References
Chapter 3: Unit 3: Language and Communication in Education 2
3.1 Section 1: The Language Repertoires of Individual Students
3.1.1 Task 1
3.1.2 Commentary
3.1.3 Task 2
3.1.4 Commentary
3.1.5 Task 3
3.1.6 Commentary
3.1.7 Task 4
3.1.8 Task 5
3.1.9 Commentary
3.1.10 Task 6
3.1.11 Commentary
3.1.12 Task 7
3.1.13 Commentary
3.1.14 Task 8
3.1.15 Commentary
3.1.16 Task 9
3.1.17 Commentary
3.1.18 Summary
3.1.19 Questions for Reflection
3.2 Section 2: Language and Subjects
3.2.1 Task 10
3.2.2 Commentary
3.2.3 Task 11
3.2.4 Commentary
3.2.5 Task 12
3.2.6 Commentary
3.2.7 Task 13
3.2.8 Commentary
3.2.9 Summary
3.2.10 Questions for Reflection
3.3 Section 3: Scaffolding
3.3.1 Task 14
3.3.2 Commentary
3.3.3 Task 15
3.3.4 Commentary
3.3.5 Task 16
3.3.6 Commentary
3.3.7 Task 17
3.3.8 Commentary
3.4 Task 18
3.4.1 Commentary
3.4.2 Task 19
3.4.3 Commentary
3.4.4 Task 20
3.4.5 Commentary
3.4.6 Summary
3.4.7 Questions for Reflection
3.5 Section 4: The Impact of ‘Teaching’ Language and Questions on Learning and Language Development
3.5.1 Task 21
3.5.2 Commentary
3.5.3 Task 22
3.5.4 Commentary
3.5.5 Task 23
3.5.6 Commentary
3.5.7 Task 24
3.5.8 An Art Teacher Might Say …
3.5.9 Commentary
3.5.10 Task 25
3.5.11 Commentary
3.5.12 Summary
3.5.13 Questions for Reflection
3.6 Conclusion
References
Chapter 4: Unit 4 Language and Communication in Education 3
4.1 Section 1: The Impact of Schooling on the Development of a Student’s Language Repertoire
4.1.1 Task 1
4.1.2 Task 2
4.1.3 Commentary
4.1.4 Task 3
4.1.5 Commentary
4.1.6 Task 4
4.1.7 Commentary
4.1.8 Task 5
4.1.9 Commentary
4.1.10 Task 6
4.1.11 Commentary
4.1.12 Summary
4.1.13 Some Questions for Reflection
4.2 Section 2: Aspects of Literacy and Oracy
4.2.1 Task 7
4.2.2 Commentary
4.2.3 Task 8
4.2.4 Commentary
4.2.5 Task 9
4.2.6 Commentary
4.2.7 Task 10
4.2.8 Task 11
4.2.9 Commentary
4.2.10 Task 12
4.2.11 Commentary
4.2.12 Task 13
4.2.13 Task 14
4.2.14 Commentary
4.2.15 Task 15
4.2.16 Commentary
4.2.17 Summary
4.2.18 Some Questions for Reflection
4.3 Section 3: The Range of Genres which Children should be able to Understand and Reproduce in Different Subject Areas
4.3.1 Task 16
4.3.2 Task 17
4.3.3 Commentary
4.3.4 Summary
4.3.5 Some Questions for Reflection
4.4 Section 4: A Teacher’s Language Repertoire and its Impact on the Development of Learners’ Literacy and Oracy
4.4.1 Task 18
4.4.2 Commentary
4.4.3 Task 19
4.4.4 Commentary
4.4.5 Summary
4.4.6 Some Questions for Reflection
4.5 Conclusion
References
Chapter 5: Unit 5: Building Language Sensitivity into Teacher Education and Training
5.1 Introduction
5.2 Section 1: Improving the Current Situation in Teacher Education and Training
5.2.1 Task 1
5.2.2 Task 2
5.2.3 Commentary
5.2.4 Task 3
5.2.5 Commentary
5.2.6 Task 4
5.2.7 Task 5
5.2.8 Commentary
5.2.9 Task 6
5.2.10 Commentary
5.2.11 Task 7
5.2.12 Commentary
5.2.13 Task 8
5.2.14 Commentary
5.2.15 Task 9
5.2.16 Commentary
5.2.17 Task 10
5.2.18 Commentary
5.2.19 Task 11
5.2.20 Commentary
5.2.21 Summary
5.3 Section 2: Tasks for Teacher Training
5.3.1 Introduction
5.3.2 Task 12
5.3.3 Commentary
5.3.4 Task 13
5.3.5 Commentary
5.3.6 Task 14
5.3.7 Commentary
5.3.8 Task 15
5.3.9 Commentary
5.3.10 Task 16
5.3.11 Task 17
5.3.12 Task 18
5.3.13 Commentary
5.3.14 Summary
5.4 Section 3: Drawing on Good Practice
5.4.1 Introduction
5.4.2 Germany
5.4.3 Austria
5.4.4 Task 19
5.4.5 Commentary
5.4.6 Task 20
5.4.7 Task 21
5.4.8 Commentary
5.4.9 Switzerland
5.4.10 Task 22
5.4.11 Task 23
5.4.12 Task 24
5.4.13 Commentary
5.4.14 Netherlands
5.4.15 Task 25
5.4.16 Commentary
5.4.17 Task 26
5.4.18 Commentary
5.4.19 Task 27
5.4.20 Commentary
5.4.21 Summary
5.5 Section 4: Building Language-Sensitive Teaching and Learning Systematically into all Teacher Education
5.5.1 Task 28
5.5.2 Commentary
5.5.3 Task 29
5.5.4 Commentary
5.5.5 Task 30
5.5.6 Commentary
5.5.7 Task 31
5.5.8 Commentary
5.5.9 Task 32
5.5.10 Commentary
5.5.11 Task 33
5.5.12 Commentary
5.5.13 Summary
5.6 Language-Sensitive Education: Taking Action
5.7 Conclusion
References
All References in Units 1-5
Appendix: Inventory of Task Types for Teacher Education and Training
Introduction
Index
