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Inclusive literacy teaching : raising attainment and equity by empowering educators and broadening the evidence they use
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The linguistically aware teacher and the teacher-aware linguist
In: Clinical linguistics & phonetics. - London : Informa Healthcare 27 (2013) 6, 419-427
OLC Linguistik
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3
The linguistically aware teacher and the teacher-aware linguist
Ellis, Sue; McCartney, Elspeth. - : Taylor & Francis, 2013
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4
From storytellers to narrators : how can the history of reading help with understanding reading comprehension?
Jajdelska, Elspeth. - : Cambridge University Press, 2012
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5
Indirect language therapy for children with persistent language impairment in mainstream primary schools: outcomes from a cohort intervention
In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 46 (2011) 1, 74-82
BLLDB
OLC Linguistik
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6
Applied linguistics and primary school teaching
Ellis, Sue (Hrsg.); McCartney, Elspeth (Hrsg.). - Cambridge [u.a.] : Cambridge Univ. Press, 2011
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UB Frankfurt Linguistik
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7
The use of corpus-based approaches in children's knowledge about language
Sealey, Alison. - : Cambridge University Press, 2011
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8
The use of corpus-based approaches in children’s knowledge about language
Sealey, Alison Jean. - : Cambridge University Press, 2011
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9
Indirect language therapy for children with persistent language impairment in mainstream primary schools : outcomes from a cohort intervention
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10
How to empower teachers working with children with language impairments : why a ‘just-in-time’ model might work
Ellis, Sue; McCartney, Elspeth. - : Cambridge University Press, 2011
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11
What do primary teachers need to understand, and how? Developing an applied linguistics curriculum for pre-service primary school teacher
Abstract: Seminars were designed to encourage debate about the applied linguistics understandings that are most helpful to primary school teachers in designing and teaching the language and literacy curriculum, in working with pupils with identified speech and language needs, and in working with other professionals such as educational psychologists and speech and language therapists. Participants were invited to consider what would be most helpful for primary-school teachers to understand about applied linguistics perspectives, and how this understanding could best be developed. These seminars are possibly the first UK opportunity for such a wide range of people to discuss these issues. Discussion came not only from the different professional concerns and research perspectives but also from differences in how Scotland and England make, implement and monitor language and literacy education policy. The two seminars were designed to run as a conversation, and the papers in the second seminar developed themes and issues raised in the first, as well as introducing new themes of their own. The first seminar made the case for how applied linguistics perspectives can, and do, inform the curriculum and pedagogy in primary schools. Professor Debra Myhill (Exeter University) began by reporting on her research on Writers as Designers. She summarised some of the research on young writers' linguistic development - their lexical choices, syntactic features, and thematic variety - arguing that linguistic knowledge is necessary for good writers but not sufficient: good writers need also to have access to a thinking repertoire from which they design, craft and shape texts that meet their communicative goals. In doing this, the relationship between the writer, the text and context is central, and teachers need to draw on knowledge from all these perspectives.
Keyword: Philology. Linguistics; Primary Education
URL: https://strathprints.strath.ac.uk/27417/
https://strathprints.strath.ac.uk/27417/1/strathprints027417.pdf
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12
Foreign language teaching in the primary school : meeting the demands
Tierney, Daniel. - : Cambridge University Press, 2011
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13
Words and pictures : towards a linguistic understanding of picture books and reading pedagogy
Smith, Vivienne. - : Cambridge University Press, 2011
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14
Applied Linguistics and Primary School Teaching
Ellis, Sue; McCartney, Elspeth. - : Cambridge University Press, 2011
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15
Indirect language therapy for children with persistent language impairment in mainstream primary schools: Outcomes from a cohort intervention
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16
Developing a language support model for mainstream primary school teachers
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17
Interdisciplinary perspectives on learning to read : culture, cognition and pedagogy
Harrison, Colin; Goswami, Usha; Hall, Kathy. - : Routledge, 2010
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18
Developing a language support model for mainstream primary school teachers
McCartney, Elspeth; Kerr, Jane; Boyle, James. - : SAGE Publications, 2010
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19
Supporting students who struggle with language
McCartney, Elspeth; Ellis, Sue. - : New Zealand Council for Educational Research, 2010. : Wellington, 2010
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20
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
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