Dialogue about language and games-based pedagogy

Title
Dialogue about language and games-based pedagogy
Publication Date
2018
Author(s)
Cochrane Bond, Imogene
Feez, Susan
( author )
OrcID: https://orcid.org/0000-0003-0977-2640
Email: sfeez@une.edu.au
UNE Id une-id:sfeez
Editor
Editor(s): Pauline Jones, Alyson Simpson and Anne Thwaite
Type of document
Book Chapter
Language
en
Entity Type
Publication
Publisher
Primary English Teaching Association Australia (PETAA)
Place of publication
Newtown, Australia
Edition
1
UNE publication id
une:23572
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.
Link
Citation
Talking the Talk: Snapshots from Australian Classrooms, p. 20-34
ISBN
9781925132410
Start page
20
End page
34

Files:

NameSizeformatDescriptionLink