Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/23388
Title: Dialogue about language and games-based pedagogy
Contributor(s): Cochrane Bond, Imogene (author); Feez, Susan  (author)orcid 
Publication Date: 2018
Handle Link: https://hdl.handle.net/1959.11/23388
Field of Research (FoR) 2008: 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
130105 Primary Education (excl. Maori)
130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390304 Primary education
390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
930201 Pedagogy
930101 Learner and Learning Achievement
Socio-Economic Objective (SEO) 2020: undefined
160302 Pedagogy
undefined
Abstract: Project Explore how spoken interaction might be used to scaffold and develop students' knowledge about language, as well as the students' use of grammatical metalanguage as a tool for ta lking and thinking about the ways that language is used. Teacher Imogene Cochrane Bond is not just an experienced classroom teacher, but a postgraduate research student too. Mentor Susan Feez is a university-based teacher educator who teaches and researches in the fields of languages, literacies, English as an additional language (EAL) and Montessori education. She is supervising Imogene as she completes her postgraduate studies. Setting Year 1 classroom in an inner-city public primary school in Sydney. Imogene's class of 24 students, like most Australian primary school classes, was culturally, socially, academically, economically and linguistically diverse. Most students had also attended Kindergarten, the Foundation year in New South Wales, at this school, where there was a whole-school approach to the cumulative development of students' knowledge about language from Kindergarten through to Year 6. Students already had some experience in talking about language, and some exposure to grammatical metalanguage, before the case study unit of learning was implemented.
Publication Type: Book Chapter
Source of Publication: Talking the Talk: Snapshots from Australian Classrooms, p. 20-34
Publisher: Primary English Teaching Association Australia (PETAA)
Place of Publication: Newtown, Australia
ISBN: 9781925132410
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: https://trove.nla.gov.au/work/230134761
Statistics to Oct 2018: Visitors: 7
Views: 21
Downloads: 0
Editor: Editor(s): Pauline Jones, Alyson Simpson and Anne Thwaite
Appears in Collections:Book Chapter
School of Education

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