ERIC Number: ED251857
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Observing the Language Learner.
Jaggar, Angela, Ed.; Smith-Burke, M. Trika, Ed.
Intended for teachers and others having responsibility for shaping language policy in the schools, this collection of invited, original articles is based on the belief that a teacher's task is not to "teach" children language but, rather, to create an environment that will allow language learning to occur naturally. The book is divided into four interrelated parts. The two chapters in the first part provide the rationale for observing children's language and establish the central theme. Parts two and three comprise the heart of the book and deal with the different, but overlapping, facets of language development described by M. A. K. Halliday. Chapters in both parts contain sections on observing oral language and written language. Specifically, chapters in part two concentrate on what children learn as they construct the symbol system, the strategies they use, and how their behavior reveals their developing awareness of language. Chapters in part three focus on school age children by looking at ways in which they use language. Chapters in part four highlight the importance of continually monitoring the effect of curriculum and instruction on children's language use and learning. (HOD)
Descriptors: Beginning Reading, Child Development, Child Language, Classroom Environment, Classroom Observation Techniques, Classroom Techniques, Elementary Education, Language Acquisition, Language Patterns, Language Processing, Language Research, Learning Strategies, Literature Appreciation, Oral Language, Student Behavior, Teacher Student Relationship, Writing Instruction
National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 33991, $11.00 nonmember, $8.00 member); International Reading Association, 800 Barksdale Rd., Box 8139, Newark, DE 19714 (Book Order No. 890, $11.00 nonmember, $8.00 member).
Publication Type: Information Analyses; Books
Education Level: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.; International Reading Association, Newark, DE.
Note: This publication is the result of work of the NCTE and IRA Joint Committee on the Impact of Child Language Development Research on Curriculum and Instruction and of the "Impact Conference" sponsored by that committee.