Primary Languages in Practice: A Guide to Teaching and by Jane Jones, Angela McLachlan

By Jane Jones, Angela McLachlan

"[T]he e-book addresses a powerful variety of proper matters concerning what potent perform comprises and the way it may be fostered. The authors properly place their dialogue of those matters within the context of total tuition development efforts, the alterations which are taking place within the basic curriculum, and total nationwide rules, no longer least the each baby concerns schedule" Professor Mel Ainscow, college of Manchester, united kingdom "An very good creation that's complete, transparent and extremely readable. It effectively combines conception and perform, interweaving worthwhile examples with considerate dialogue of key matters. it may be very priceless to either starting and more matured fundamental language practitioners" Dr Gee Macrory, Institute of schooling, Manchester Metropolitan collage, united kingdom This well timed, useful consultant will equip you with the data, knowing and talents you should be a good fundamental languages practitioner. perfect for these liable for imposing the nationwide Languages Strategy’s suggestion that every KS2 student is taught a language through 2010, the authors provide suggestion for placing in to perform the statutory necessities and effecting curriculum reform. either new and skilled academics will enjoy the insurance studying and reflective perform in school-based and foreign contexts. Written in a pleasant type, the authors provide tips on embedding languages around the curriculum, making plans, instructing and overview. thought is said on to school room perform utilizing a complete variety of positive aspects, together with: pattern lesson plans and commentary experiences Questions for mirrored image and sensible actions 'Teachers speaking' - photos of potent college perform 'Pupils' views' and pattern student paintings This publication is vital studying for trainee lecturers on expert basic languages education programmes in addition to normal fundamental PGCE programmes. It additionally presents worthwhile insights for fundamental academics, running shoes, los angeles Advisors, and Headteachers.

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I am the music man 3. Celebrations 15. On the way to school 4. Portraits 16. Beach scene 5. The Four Friends 17. The return of Spring 6. Growing things 18. The planets 7. All aboard 19. Our school 8. Pocket money 20. The world about us 9. Tell me a story! 21. Then and now 10. Our sporting lives 22. Out and about 11. Carnival of the animals 23. Creating a café 12. What’s the weather like? 24. What’s in the news? 35 The QCA Schemes of Work for Languages at KS2: Scope of Study Prior learning details the knowledge, skill and understanding that should already have been covered to make the most of this unit – ‘it is helpful if children already know .

Pedagogical/content knowledge – an ability to deconstruct language in order to represent it in appropriate ways to ensure pupil understanding and learning; the ability to demonstrate and model good and relevant linguistic models (Q14, Q15, Q22, Q23). Knowledge of learners and their characteristics – awareness and understanding of pupils’ personalities, prior learning and preferred learning styles; awareness and understanding of pupils’ attainment across the curriculum, with particular reference to their specific learning targets – this will enable the primary languages practitioners to design opportunities for learning which will support the achievement of those targets (Q1, Q4, Q10, Q13, Q18, Q19, Q24, Q28, Q29).

In 1999, Sharpe summarized the issue thus: ultimately there are only two possible options for staffing primary modern language teaching: either the pupils are taught by a specialist of some kind or they are taught by the generalist primary class teacher who is responsible for delivering all or most of the curriculum. (in Driscoll and Frost 1999: 165) There are, however, a number of definitions of ‘specialist’ ranging from trained secondary language teachers who may have little or no knowledge or understanding of either the primary curriculum, or theories underpinning early learning, to native speakers who may not have either that, or any formal teacher training.

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