Teaching English, Language, and Literacy

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Psychology Press, 2001 - 281 Seiten

This fully updated second edition of Teaching English, Language and Literacy is an essential introduction for anyone learning to teach English at primary school level. Designed for students on initial teacher training courses, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject. The book covers the theory and practice of teaching English, language and literacy and includes comprehensive analysis of the Primary National Strategy (PNS) Literacy Framework.


Each chapter has a specific glossary to explain terms and gives suggestions for further reading. This second edition covers key areas that students, teachers and English co-ordinators have to manage, and includes advice on:




  • developing reading, including advice on choosing texts, and the role of phonics



  • improving writing skills, including advice on grammar and punctuation



  • planning and assessing speaking and listening lessons



  • working effectively with pupils who are multilingual



  • understanding historical developments in the subject




  • the latest thinking in educational policy and practice,



  • the use of multimedia



  • maintaining good home-school links.



  • gender and the teaching of English language and literacy



All these chapters include clear examples of practice, coverage of key issues, analysis of research, and reflections on national policy to encourage the best possible response to the demands of the National Curriculum.

 

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LibraryThing Review

Nutzerbericht  - MarthaJeanne - LibraryThing

This is so strongly set to the British schemes that it is not very useful outside of that environment. Also very weak on mentioning which age group is being discussed. Vollständige Rezension lesen

Inhalt

The history of English language and literacy
2
Theories of Learning
24
The development of reading
38
Texts for children
58
Analysing texts
66
Listening to children read
72
Phonics
78
Routines for reading
85
Handwriting
156
Punctuation
162
Grammar
169
Assessing writing
176
The development of talk
186
Accent dialect and Standard English
197
Play and language
209
Assessing talk
218

Reading for information
91
Tables
92
Reading recovery
97
Assessing reading
104
Writing
114
Spelling
117
Composition
132
Genre and the process of writing
142
Planning
226
Homeschool links
239
Information and communications technology
246
Supporting black and multilingual children
252
Poetry
258
Media
264
209
276
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Über den Autor (2001)

Dominic Wyse is Senior lecturer in Early Years and Primary Education and Fellow of Churchill College at the University of Cambridge.

Russell Jones is Senior Lecturer in Primary Education at Manchester Metropolitan University. They have worked as primary teachers and subject leaders and have substantial experience of working with students and teachers

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