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Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit
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In: Australian Journal of Teacher Education (2022)
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| 2 |
What is complexity? Grammatical issues in assignment prompts
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In: Research outputs 2014 to 2021 (2021)
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| 3 |
Enacting dialogic pedagogy in primary literacy classrooms: Insights from systemic functional linguistics
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In: Research outputs 2014 to 2021 (2020)
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| 4 |
Halliday’s View of Child Language Learning: Has it been Misinterpreted?
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In: Australian Journal of Teacher Education (2019)
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| 5 |
Literacy skills of Bachelor of Education (Primary) students ...
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| 6 |
Using the "Multimodal Analysis Video" program for register analysis: A preliminary study
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In: Research outputs 2014 to 2021 (2015)
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| 7 |
Pre-service teachers linking their metalinguistic knowledge to their practice: A functional approach
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In: Research outputs 2014 to 2021 (2015)
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Abstract:
Existing work in Anglophone countries has raised concerns regarding teachers’ knowledge about language (KAL); this may well be an issue in other countries also, with notable exceptions such as Finland. In Australia, with the introduction of the new Australian Curriculum, the question of teacher KAL has become crucial. Teachers, both practising and pre-service, generally have some knowledge about language as an object, usually including the text structures of particular school genres and information about sentence structure and word classes. This knowledge may be based on traditional grammar and may not be well applied above the sentence level. Teachers may also have an intuitive knowledge of discourse structures and are beginning to reflect on their own discourse using understandings of dialogic teaching. This paper provides an example of how first-year pre-service teachers (PSTs) were introduced to KAL at both the grammatical and the discourse levels, as part of an introductory unit on spoken language. A range of approaches was used, including a functional view of discourse. The PSTs then applied their KAL by putting it into a context that was meaningful for them: discussing their own practice. The paper gives an illustration of some of the work they produced that demonstrates their emerging understandings.
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Keyword:
Classroom discourse analysis; Education; KAL; Pre-service teachers
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=7847&context=ecuworkspost2013
https://ro.ecu.edu.au/ecuworkspost2013/6842
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| 8 |
Teachers And Teacher Aides Initiating Five-Year-Olds Into Science
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In: Research outputs 2014 to 2021 (2014)
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| 9 |
Literacy skills of Bachelor of Education (Primary) students
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In: Research outputs pre 2011 (2008)
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| 10 |
Literacy skills of Bachelor of Education (Primary) students
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| 11 |
Genre writing in Primary School
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In: Research outputs pre 2011 (2006)
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| 14 |
Making sense of language teaching: teacher's principles and classroom practices
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In: Research outputs pre 2011 (2001)
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| 17 |
Gender differences in spoken interaction in same sex dyadic conversations in Australian English
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In: Australian Review of Applied Linguistics 10 (1993), 147-179
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IDS Bibliografie zur Gesprächsforschung
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