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Workshop 2 Understanding How We Use Language for Different Purposes

Workshop 2 Understanding How We Use Language for Different Purposes. Workshop 2 Supporting Student’s Literacy learning Slide 1. Interactions. Include interactions you had with a family member or friend, with people at work, or with a stranger

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Workshop 2 Understanding How We Use Language for Different Purposes

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  1. Workshop 2 Understanding How We Use Language for Different Purposes Workshop 2 Supporting Student’s Literacy learning Slide 1

  2. Interactions • Include interactions you had with a family member or friend, with people at work, or with a stranger • Was it speaking by phone or face-to-face; or writing using email, text letter, note etc? Workshop 2 Session 2 Slide 2

  3. Field, tenor and mode • The field: • What the communication is about - the field. • What is the content matter or topic of the communication? • The tenor: • Who you are communicating with - the tenor. • Who are the people taking part in the communication? • The mode: • How you are communicating - The mode. • Is it spoken or written communication and what media are used? Workshop 2 Session 2 Slide 3

  4. Using language for different purposes Language Continuum .  Workshop 2 Session 2 Slide 4

  5. Field Tenor and Mode Workshop 2 Session 2 Slide 5

  6. Activity OneOral interaction • Two volunteer participants do an activity while others sit in a circle around them. • Using the available materials volunteers jointly construct an object that could be used to do something in the kitchen. • Observers note down the language being used. Workshop 2 Session 2 Slide 6

  7. Activity twoOral interaction • ‘Teacher’ comes into group and asks questions about what they made. • Volunteers show their construction and explain to the ‘teacher’ what it is and how they made it. • Observers note down the language being used. Workshop 2 Session 2 Slide 7

  8. Activity threeOral presentation • ‘Volunteers’ imagine they are reporting back to a class. • Describe and explain what they made as well as the decisions made in its construction. • They may choose to do this as a group selecting one or two people to deliver the presentation. • Volunteers prepare their oral presentation . Workshop 2 Session 2 Slide 8

  9. Activity FourGroup negotiated text • Volunteers are preparing their oral presentation • Observers contribute to a group negotiated oral text. • written prompts • diagrams etc. Workshop 2 Session 2 Slide 9

  10. Independent Practice • Volunteers present their report to the rest of the group (Text 3). • Add the typical patterns of language to the table Workshop 2 Session 2 Slide 10

  11. Typical patterns of language used1. Constructing an object • Frequent commands • Contractions • Pronouns rather than names– that one • Idioms – back to the drawing board • Present /future tense • Conversational / dialogic Workshop 2 Session 2 Slide 11

  12. Typical patterns of language used 2. Talking to the teacher • Questions/ statements • Evaluations - good work • Less taken for granted • Fewer idioms • Present/ past tense • Dialogic Workshop 2 Session 2 Slide 12

  13. Typical patterns of language used 3. Oral presentation • Longer stretches of language • Statements • Fewer pronouns • Mainly past tense • Generalisations • monologic Workshop 2 Session 2 Slide 13

  14. Typical patterns of language used 4. Group negotiated oral presentation • Longer stretches of language • Statements • Fewer pronouns • Mainly past tense • Generalisations • Monologic Workshop 2 Session 2 Slide 14

  15. Reflection • What did you learn from this session? • What skills/help/understandings did you need to be able to participate in the activities? • How did you feel while doing and / after completing the session? • Have you ever observed the language used by students before? If so how did it help you to find out more about your students? • Will you use/adapt the fishbowl activity in the work you do with students? Workshop 2 Session 2 Slide 15

  16. Homework Task Read and be prepared to comment at the next workshop on the professional reading on Register at the end of your workbook. OR Observe the use of register in the classroom Workshop 2 Session 2 Slide 16

  17. Glossary • Words on the poster? • Any words you want to note to find out more about (Google, ask a colleague) • Add to the Glossary page at the end of your workbook Workshop 2 Session 2 Slide 17

  18. Conclusion Develop understandings of the role of oral language in learning Explore how language use is determined by its context, purpose and audience The Strong Literacy and Numeracy in Communities Pilot was funded by the Australian Government Department of Education, Employment and Workplace Relations as part of the Education Revolution – Improving Our Schools – National Action Plan for Literacy and Numeracy

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