Language Education in the Primary Years by Frances Christie

By Frances Christie

This publication is meant as a textbook for instructor schooling within the fundamental years. Drawing on a lot contemporary study into language and literacy, particularly Systemic useful Linguistic concept, it presents simple ideas for realizing the instructing of the English language.

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However, we can make some useful observations about the patterns of talk here. The most important matter to draw attention to is how very different the talk is from that above when the teacher was directing the joint construction of a board summary. Here the talk shows none of the features of the classic IRF pattern, and the teacher’s voice is silent (though he was present in the room). The tenor of the discourse is different, for the girls enjoy equality of status and they work together collaboratively.

Thread wire a quarter way through one of the holes in the bottle. Make a hole [going through the centre of the cork]. Holding the cork inside the bottle, push the wire through the other hole in the cork. Put the remaining wire through the other hole in the bottle. On one end of the wire leave 3–4 cm protruding from the bottle and on the other end leave around 11 cm. Bend 3–4 cm wire at a right angle turn. Then get the other end of the wire, leave 3 cm, then bend down at a right angle. Then leave 4 cm of wire and bend at a right angle sideways.

However, because of the interest of Bruner and others, Vygotsky’s work has been translated and is now better understood. Vygotsky (the version used here was translated by Kozulin 1986, though an earlier English language version had appeared) had a particular interest in the relationship of language and thought. Since Vygotsky was a psychologist, his goals were different from those of linguists such as Halliday and Painter, whose work we outlined in chapter 2. However, there are some interesting parallels between their work, and these are discussed in detail by Wells (1999).

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