Teaching English in Context

352 Pages·2016·29.302 MB·English

by  Beverly Derewianka, Pauline Jones

TEACHING LANGUAGE IN CONTEXT
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TEACHING LANGUAGE IN CONTEXT
SECOND EDITION
Beverly Derewianka
Pauline Jones
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Published in Australia by
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© Beverly Derewianka and Pauline Jones 2016
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First published 2012
Second edition published 2016
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National Library of Australia Cataloguing-in-Publication entry
Creator: Derewianka, Beverly, 1946- author.
Title: Teaching language in context / Beverly Derewianka, Pauline Jones.
Edition: Second edition.
ISBN: 9780190303686 (paperback)
Notes: Includes bibliographical references and index.
Subjects: English language—Study and teaching.
Literacy—Study and teaching.
Other Creators/Contributors:
Jones, Pauline, 1958- author.
Dewey Number: 372.6
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CONTENTS v
CONTENTS
List of Figures .........................................................................................................................................................ix
List of Tables ...........................................................................................................................................................xi
Preface ...................................................................................................................................................................xiv
Guided Tour ..........................................................................................................................................................xvii
Acknowledgments ............................................................................................................................................xviii
PART 1 LANGUAGE AND LEARNING ...............................................................1
Chapter 1 An Appropriate Model of Language ......................................................................2
Introduction ....................................................................................................................................3
Language in context ....................................................................................................................4
Register ...........................................................................................................................................5
Genre ................................................................................................................................................7
Register and genre in practice ...............................................................................................12
Chapter 2 The Functions of Language ................................................................................19
Introduction .................................................................................................................................20
Using language to express and develop ideas .................................................................21
Using language to interact with others ................................................................................24
Using language to shape texts ..............................................................................................30
A functional model ....................................................................................................................33
Language development in early childhood .......................................................................37
Language development in later childhood .........................................................................41
Language development in adolescence.............................................................................43
The register continuum ............................................................................................................47
Chapter 3 Introduction to a Teaching-Learning Cycle ........................................................51
Introduction .................................................................................................................................52
The teaching-learning cycle ...................................................................................................53
The teaching-learning cycle in further detail .....................................................................58
The teaching-learning cycle in a Year 4 classroom ..........................................................66
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vi CONTENTS
PART 2 LEARNING ABOUT LANGUAGE ........................................................77
Chapter 4 Language for Appreciating and Creating Story Worlds .....................................78
Introduction .................................................................................................................................79
How narratives unfold ..............................................................................................................81
Narratives for young children .................................................................................................82
Narratives for older children ...................................................................................................85
Images in narratives .................................................................................................................90
Narratives for young adolescents ........................................................................................94
Developing control over narratives .......................................................................................97
What are the major language resources for narratives? ................................................97
Focus on field............................................................................................................................102
What’s happening? .................................................................................................................104
Who or what is involved? .......................................................................................................110
When? Where? How? Why? ................................................................................................114
Field and narratives: strategies for teaching and assessing ......................................119
Chapter 5 Language for Recounting What Happened ......................................................123
Introduction ...............................................................................................................................124
Recounts of personal experience .......................................................................................125
Factual recounts ......................................................................................................................130
Autobiographies .......................................................................................................................131
Biographies ...............................................................................................................................134
Historical recounts ..................................................................................................................135
Historical accounts .................................................................................................................138
Literary recounts .....................................................................................................................140
Developing control over recounts .......................................................................................144
What are the major language resources for recounting? ............................................145
Focus on mode: from spoken to written............................................................................147
Cohesion ....................................................................................................................................150
Focus on mode: strategies for teaching and assessing...............................................155
Chapter 6 Language for Observing and Describing the World .........................................158
Introduction ...............................................................................................................................159
Texts that observe and describe .........................................................................................160
Developing control over reports ..........................................................................................173
What are the major language resources for observing and describing? .................173
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CONTENTS vii
Focus on field: linking information ......................................................................................175
Focus on multimodal meanings: image and language .................................................181
Visual representation .............................................................................................................181
Multimodal meanings: strategies for teaching and assessing ..................................187
Chapter 7 Language for Explaining How and Why ...........................................................194
Introduction ...............................................................................................................................195
Sequential explanations ........................................................................................................196
Causal explanations ...............................................................................................................200
Cyclical explanations..............................................................................................................202
System explanations .............................................................................................................205
Factorial explanations ............................................................................................................209
Consequential explanations.................................................................................................212
Combination: causes and effects .......................................................................................215
Developing control of explanations ....................................................................................216
What are the major language resources for explaining? .............................................216
Focus on field: combining ideas ..........................................................................................218
Focus on field: strategies for teaching and assessing .................................................227
Chapter 8 Language for Persuading Others .....................................................................231
Introduction ...............................................................................................................................232
Genres for arguing ...................................................................................................................233
Developing control over arguments ...................................................................................238
What are the major language resources for arguing? ...................................................239
Focus on the interpersonal: strategies for teaching and assessing .........................247
Creating coherent and logical texts: developing control of
mode-related meanings ........................................................................................................252
Focus on text organisation: strategies for teaching and assessing .........................257
Chapter 9 Language for Responding ................................................................................261
Introduction ...............................................................................................................................262
Genres for responding ............................................................................................................262
Developing control of response genres ............................................................................268
What are the major language resources for responding? ...........................................268
Focus on appraisal: strategies for teaching and assessing ........................................273
Organising information: text, paragraph, and sentence ...............................................273
Focus on text and paragraph openers: strategies for teaching and assessing .....275
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viii CONTENTS
Chapter 10 Language for Inquiring .....................................................................................278
Introduction ...............................................................................................................................279
Fair test .......................................................................................................................................280
Lab report ...................................................................................................................................283
Investigation report .................................................................................................................288
Design portfolio ........................................................................................................................290
Problem-solving .......................................................................................................................293
Developing control of inquiry genres .................................................................................297
What are the major language resources for inquiring? ................................................297
Focus on density and abstraction ......................................................................................304
Focus on density and abstraction: strategies for teaching and assessment ........312
Appendix 1 A Functional Model of Language ........................................................................................320
Appendix 2 Genre and Register ................................................................................................................323
Appendix 3 Glossary....................................................................................................................................327
Appendix 4 Further Reading ......................................................................................................................333
Index ....................................................................................................................................................335
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LIST OF FIGURES ix
LIST OF FIGURES
1.1 The language system in a dynamic relationship with the context 4
1.2 The register (field, tenor, and mode) of a particular situation 6
1.3 Context of culture and context of situation 12
2.1 The functions of language 20
2.2 The Mad Hatter’s Tea Party 32
2.3 The functions of language as they relate to the context 34
2.4 Levels in the language system 35
3.1 The teaching-learning cycle 53
3.2 Scaffolding as a gradual release of responsibility 54
3.3 Genre-specific research proformas for different writing tasks 60
3.4 Jointly constructed instructions for playing ‘Go Fish’ 73
3.5 The teaching-learning cycle in Bianca’s classroom 73
5.1 Focus on mode 147
5.2 Shunting along the mode continuum 155
6.1 Information retrieval chart for a descriptive report 162
6.2 Descriptive reports in an early reader 164
6.3 Taxonomic diagram for a classifying report 164
6.4 A simple taxonomy of environmental disasters 166
6.5 Labelled diagram for a compositional report 167
6.6 Information retrieval chart for a comparative report 169
6.7 Sorting information for a comparative report 170
6.8 Image accompanying an historical report 170
6.9 Choices from the language system in building up the field 176
6.10 Snakes: class–subclass 179
6.11 Snakes: part–whole 180
6.12 Reading an ‘action’ image 182
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x LIST OF FIGURES
6.13 Images that classify 182
6.14 Training like an Athlete 183
6.15 Abstract images 185
6.16 The finished pamphlet—a multimodal macrogenre 191
7.1 A timeline diagram to represent sequential explanations 198
7.2 Diagram representing a specific, complex sequential explanation 199
7.3 Diagram representing a causal explanation 202
7.4 Diagram representing a cyclical explanation 203
7.5 Diagrams of the water cycle 204
7.6 Complex system diagram 207
7.7 Diagram of rainforest ecosystem 208
7.8 Diagram of factorial explanation 210
7.9 Diagram of a specific, complex factorial explanation 211
7.10 Diagram of factorial explanation 212
7.11 Diagram of consequential explanation 213
7.12 Diagram of complex consequential explanation 214
7.13 Choices from the language system in building up the field 219
8.1 Choices from the language system involved in persuasion 240
9.1 Choices from the language system involved in persuasion 269
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