using an explicit language pedagogy based on the how ...€¦ · using an explicit language...
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UsinganexplicitlanguagepedagogybasedontheHowLanguageWorks
teachercourse
LynetteLingard
Thissession:
• OverviewoftheHLWcourse• Classroomapplications:teachingprocesses/verbandverbgroupstoimprovestudentwriting• Primaryfocus• Secondaryfocus
HLWModulesOverview– 10x3hrmodules:1. Theimportanceofgenresandtheirstructure2. Understandingtheteachingandlearningcycle3. Howlanguageisarrangedtomakemeaning4. Teachingnoungroupsandnominalisationtoimproveoutcomes5. Workingwithclauses6. Textcohesion7. Orientationintexts8. Interpersonalresources9. Languageforexpressingfeelingsandjudgements10.Frameworksforlanguagedevelopment
Primarycontext…..
Teaching
Saying MentalAction Relational
BasedonworkbyCarmelO’Callaghan&
Cyndie Goodall
Miminghowacharactermightwalk:‘amble’,‘stride’,‘strut’,‘stroll’,‘pace’,‘trudge’,‘slink’,‘stomp’,‘tiptoe’,etc
‘Yesplease!’hecried.‘Comehere!’heyelled.‘Wouldyouliketoplaywithus?’shewhispered.
Identifying intexts:“Iwishthemonstrouscrowwouldcome!”thoughtAlice.
ItwasgettingdarksosuddenlythatAlicethoughttheremustbeathunderstormcomingon.“Whatathickblackcloudthatis!”shesaid.“Andhowfastitcomes!WhyIdobelieveit’sgotwings!…
Aliceranalittlewayintothewood,andstoppedunderalargetree.“Itcannevergetmehere,”shethought…“butIwishitwouldn’tflapitswingsso……….”……..
…..Bythistime,itwasgettinglight.“Thecrowmusthaveflownaway,Ithink,”saidAlice.“I’msogladit’sgone.Ithoughtitwasthenightcomingon.”
“IwishIcouldmanagetobethatglad!”Thequeensaid.“OnlyIcanneverremembertherule.Youmustbeveryhappy,livinginthiswood,andbeinggladwheneveryoulike!”
“Iwish themonstrouscrowwouldcome!”thought Alice.
ItwasgettingdarksosuddenlythatAlicethought theremustbeathunderstormcomingon.“Whatathickblackcloudthatis!”shesaid.“Andhowfastitcomes!WhyIdobelieve it’sgotwings!…
Aliceranalittlewayintothewood,andstoppedunderalargetree.“Itcannevergetmehere,”shethought …“butIwish itwouldn’tflapitswingsso…”………..
…..Bythistime,itwasgettinglight.“Thecrowmusthaveflownaway,Ithink,”saidAlice.“I’msoglad it’sgone.Ithought itwasthenightcomingon.”
“Iwish Icouldmanagetobe thatglad!”Thequeensaid.“OnlyIcanneverremember therule.Youmustbeveryhappy,livinginthiswood,andbeinggladwheneveryoulike!”
Identifying intexts:
Identifyingandusingin
aninformationreport.
=
=
Sortingactivities
Theresults…..
Adding toatext
‘The knight tried to pull the horse up the mountain, but he wouldn’tmove.’
motivations, personification, thoughts & feelings
Empathy
Adding toatextJoint construction with the addition of :
On the way up the mountain the horse decided that he didn’t want to meet the dragon. He imagined that the dragon would want to eat him and he felt terrified. The knight tried to pull him up the mountain but the horse wouldn’t move.
Pre-test– fromthebeginningoftheunitThelittlepeoplefoundabutton.They
whattodowithit.Theylookedaround.Thentheylookedup.Giantdropswerefalling.Itwasabigperson.Itwashisbutton.Thelittlepeoplerolledittohim.Thebigpersonpickedthemupandthebutton.He .Thelittlepeoplehelpedhimsewiton.(Danielle,aged8)
Puttingitintopractice:Post-testOneday4pixiesfoundabuttonontheground.They
whatthebuttonwasfor.They whoseitwas.They .Adropofwaterfellonthebutton.Theypickedupthebutton.Tworaindropscamedownonthebutton.They aboutwherethedropscamefrom.They .Theyrolledthebuttonalongtheground.They someonecrying.They thatwashisbutton.They forhim.They theycouldhelphim.Thegiantpickedupthebuttonandthepixies.Thepixiessewedthebuttonbackonthegiant’sshirt.Thegiantstoppedcrying.They ofthemselves.(Philip,aged8)
Secondarycontext…..
Movingfromeverydayprocessestotechnicalterms
EAL/Dfocus
ClassroomWallCharts ofprocesses/verbsEverydaylanguage:
Technicalword/words:
chew masticatesqueeze contract
open relax
Squeezeandopencontractandrelax
Chewmasticate
EAL/Dpairedandsmallgrouporalactivities:•matchtechnicaltermstoavisualimage• eachstudentexplainsonepartoftheprocesswithotherstudentslisteningfortheuseofkeytechnicalterms.• developlistsofalternatives(throughbrainstorming,thesaurusworkorlocatingtheminresourcetexts):‘
• highlightwordsthathavebeenusedtoexpressmovementinvarioustextsondigestion.
masticate,secrete,contract&relax,digest,absorb,carry,passthrough,process,excrete
DevelopingcharacterandatmospherethroughNeutral:Shepickedupthekey,openedtheboxandlookedinside.Sheputthecontentsonthebed.
Angry:Shesnatchedthekey,toreopentheboxandglaredinside.Shetossedthecontentsonthebed.
DevelopingcharacterandatmospherethroughNeutral:She thekey, theboxandinside.She thecontentsonthebed.
Angry:She thekey, theboxandinside.She thecontentsonthebed.
inargumentsanddiscussions:
•Developlists:‘report’,‘claim’,‘state’,‘voice’,‘propose’,‘suggest’,‘tell’•Comparetheuseof instrongandweakarguments.•Discusshowthe contributetothepoweroftheargument.
CriticalLiteracyStudentscanbeaskedtoidentifyandtallythe
forvariouspeople withinatexttosee:•Whichgroupsorindividualsareconstructedasactiveandwhichgroupsarepassive?•Whoisportrayedashavingthoughtsandemotions?•Whohasavoice?•Whocausesthingstohappen?
TheBellJarextractSylviaPlath
Thewall-eyednursecameback.Sheunclaspedmywatchanddroppeditinherpocket.Thenshestartedtweakingthehairpinsfrommyhair.
DoctorGordonwasunlockingthecloset.Hedraggedoutatableonwheelswithamachineonitandrolleditbehindtheheadofthebed.Thenursestartedswabbingmytempleswithasmellygrease.
Assheleanedovertoreachthesideofmyheadnearestthewall,herfatbreastmuffledmyfacelikeacloudorapillow.Avague,medicinalstenchemanatedfromherflesh.
'Don'tworry,'thenursegrinneddownatme.'Theirfirsttimeeverybody'sscaredtodeath.'
Itriedtosmile,butmyskinhadgonestiff,likeparchment.
DoctorGordonwasfittingtwometalplatesoneithersideofmyhead.Hebuckledthemintoplacewithastrapthatdentedmyforeheadandgavemeawiretobite.
Thewall-eyednursecameback.Sheunclasped mywatchanddroppeditinherpocket.Thenshestarted tweaking thehairpinsfrommyhair.
DoctorGordonwasunlockingthecloset.Hedraggedoutatableonwheelswithamachineonitandrolleditbehindtheheadofthebed.Thenursestartedswabbing mytempleswithasmellygrease.
Assheleaned overtoreachthesideofmyheadnearestthewall,herfatbreastmuffled myfacelikeacloudorapillow.Avague,medicinalstenchemanatedfromherflesh.
'Don'tworry,'thenursegrinneddownatme.'Theirfirsttimeeverybody'sscaredtodeath.'
I ,butmyskinhadgonestiff,likeparchment.
DoctorGordonwasfitting twometalplatesoneithersideofmyhead.Hebuckled themintoplacewithastrapthatdented myforeheadandgave meawiretobite.
Acknowledgements‘HowLanguageworks’
BrianDareandJohnPoliaswww.lexised.com
Teachingideasandstrategiestakenfromcoursereadingsby:
CarmelO’CallaghanCyndie Goodall
BronwynCunstance