Language For Learning In The Primary School

Language for Learning in the Primary School is the long awaited second edition of Language for Learning, first published in 2004 and winner of the NASEN/TES Book Award for Teaching and Learning in 2005. This handbook has become an indispensable resource, packed full of practical suggestions on how to support 5-11 year old children with speech, language and communication difficulties. Colour coded throughout for easy referencing, this unique book supports inclusive practice by helping teachers to: Identify children with speech, language and communication needs (SLCN) Understand speech, language and communication skills Consider roles and responsibilities at primary school Plan a differentiated and adapted curriculum Consider the language demands across subjects Adopt a whole school approach Make use of a wide range of positive strategies Empower children to access the curriculum Language for Learning in the Primary School comes complete with a wealth of photocopiable resources, giving teachers and teaching assistants the confidence to help children with SLCN more effectively in mainstream settings. It will also be an extremely useful resource for speech and language therapists, specialist teachers and educational psychologists.

Languages are now a more important part of primary education than ever before, and all successful primary teachers need to understand the principles that support good language teaching and learning. This second edition provides a coherent overview of teaching and learning languages, combining practical strategies for use in the classroom with engaging coverage of how to teach, informed by academic research and theory. Key features of this new edition: Fully updated coverage of policy and curriculum developments, including the 2014 National Curriculum and the Teachers’ Standards A new chapter on curriculum, planning and assessment for KS2 Expanded coverage of the transition from primary to secondary school and the implications for teaching More examples of creative teaching and learning throughout. This is essential reading for all students studying primary languages on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, School Direct, SCITT), and also NQTs.

Winner of the NASEN/TES Book Award for Teaching and Learning 2005, this essential reference handbook provides teachers and practitioners with a practical and realistic framework for supporting pupils with speech and language difficulties in mainstream settings. The book supports inclusive practice by helping readers to: identify speech and language difficulties plan a differentiated curriculum facilitate the development of skills across meaningful learning experiences empower pupils to access the curriculum. Supporting the latest DfES guidance on speaking and listening objectives, Language for Learning comes complete with numerous photocopiable resources, activities and stickers, giving teachers and teaching assistants the confidence to help children with basic speaking and communication difficulties more effectively in the mainstream classroom. It will also be an extremely useful resource for specialist teachers, speech and language therapists and educational psychologists.

This book presents research on the learning of foreign languages by children aged 6-12 years old in primary school settings. The collection provides a significant and important contribution to this often overlooked domain and aims to provide research-based evidence that might help to inform and develop pedagogical practice. Topics covered in the chapters include the influence of learner characteristics on word retrieval; explicit second language learning and language awareness; meaning construction; narrative oral development; conversational interaction and how it relates to individual variables; first language use; feedback on written production; intercultural awareness raising and feedback on diagnostic assessment. It will be of interest to undergraduate and graduate students, researchers, teachers and stakeholders who are interested in research on how children learn a second language at primary school.

The third edition of Language for Learning in the Primary School is an indispensable resource, packed full of practical suggestions on how to support 5-11-year-old children with speech, language, and communication needs. Colour coded throughout for easy referencing, this unique book supports inclusive practice by helping teachers to: Identify children with speech, language, and communication needs (SLCN) Understand speech, language, and communication skills Consider roles and responsibilities at primary school Plan a differentiated and adapted curriculum Consider the language demands across subjects Adopt a whole-school approach Make use of a wide range of positive strategies to support children in the classroom Empower children to access the curriculum Fully revised and updated, Language for Learning in the Primary School, 3rd edition, comes complete with a wealth of photocopiable and downalodable resources, giving teachers and teaching assistants the confidence to help children with SLCN more effectively in mainstream settings. It will also be an extremely useful resource for speech and language therapists, specialist teachers, and educational psychologists.

This book is the first comprehensive investigation of interlanguage pragmatic issues in a primary school context that is based on both primary school teachers’ statements on their own teaching realities, views and preferences, and a thorough investigation of materials used by teachers and recommended by teacher educators in the state the primary schools are located in. It offers a contrastive analysis of primary school learners acquiring English in a typical English as a foreign language school context and their age peers in the same state that are exposed to English in a school immersion context. This book will be of interest to scholars, researchers, educators in higher education that focus on English language teaching, second language acquisition and applied linguistics. It is also intended for students who are planning to become primary school teachers of English as a foreign language.

Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum. This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.

This volume provides a detailed account of the practical use of Assessment for Learning (AfL) in primary language classrooms. It gives an in-depth account of the ways in which eight experienced primary language teachers incorporated this type of assessment into their practice and discusses the possible impact of AfL on primary language learning. Key themes discussed in the volume include the relationship between AfL and language learning in childhood, which assessment methods are appropriate for primary-aged language learners, which methods support learner agency and engagement in the learning processes, and possible paths for future action, with a focus on implementation and researching AfL in primary language contexts. The findings of this book are relevant to global contexts and it will be of interest to postgraduate students and researchers in the fields of language education, language assessment and teacher education, as well as to primary and language teachers and school leaders.