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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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| 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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Abstract:
Apprenticing children into discourses necessary for success at school begins at a very early age. In this paper I look at five-years-olds being introduced to Science and Technology while at the same time being involved in talk around literacy. The various adults who surround the children engage differentially in talk and action while merging the discourses of literacy and science. Data for this study were obtained during the course of the project ‘Early literacy through science in Indigenous and culturally diverse communities’, funded by Edith Cowan University in Australia from 2009–2010, in which the author was involved as a researcher. The project involved observing and recording a series of lessons over nine weeks in a Pre-Primary classroom of five year-olds from diverse backgrounds in a metropolitan school. Various functional analyses were used in order to bring out some of the differences in the discourse of the trained teachers compared with that of the other adults working with the children. Analyses included Field, Tenor, Exchange Structure and Speech Function. Differences were apparent in the structure of the discourse, Questions, Commands, vocabulary and the teacher-student relationships. As an example of the contrast between teachers and teacher aides, I look more closely at two lessons involving photography and use of electronic resources. These lessons show the teachers and the teacher aide constructing different relationships with the children and the teacher using a wider variety of linguistic resources in her interactions.
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Keyword:
Classroom discourse analysis; Linguistics; Science discourse
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1669&context=ecuworkspost2013
https://ro.ecu.edu.au/ecuworkspost2013/668
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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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