Emerging Partnerships: Current Research in Language and by Wray

By Wray

This quantity comprises money owed of a few of the main attention-grabbing contemporary learn into language and literacy improvement. The papers incorporated hide early language improvement, preschool literacy improvement, kid's writing, oral school room language, the relationships among analyzing and writing, using word-processors, and literacy outdoor the varsity context.

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Sample text

These pieces of writing emerge from a lesson in which the teacher has put 10-11-year-old pupils into groups of six. They have worked together adding different substances to water. They have discussed 'dissolving' and they have predicted what might happen and why. They have hypothesised reasons, and discussed how to carry out the experiment and how to record their thoughts and observations both in writing and using a chart. In reviewing this work, the teacher needs to think about a number of questions.

The recordings enabled the teachers to reconsider the value of certain activities for eliciting children's spoken language, and allowed them to reflect on their own use of language in the classroom. Thus one teacher, having recorded her target child playing a 'language game', concluded that ' . . those language games are a total waste of time in encouraging oral language. ' Another teacher reflected thus on her own use of language: ' . . questions, questions, questions . . all I do is ask questions of the poor child.

Some have termed the new perspective 'emergent literacy' (Teale & Sulzby, 1986; Hall, 1987). The view of preschool development now being revealed by emergent literacy research challenges assumptions underlying traditional nursery practice. It is showing just how much most under-fives know about reading and writing; how they recognise and make sense of print in the environment (and children in countries like Britain, grow up in an environment saturated with print and logos); how even before they can talk children can enjoy sharing books with adults; how they can participate as 'apprentices' in adults' literacy activities in the home (writing shopping lists, checking TV listings in the newspaper, sending or receiving letters and birthday cards); how their scribbling, drawing and pretend writing merges into true writing; and how they integrate literacy into their sociodramatic play.

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