ERIC Number: EJ1247393
Record Type: Journal
Publication Date: 2020
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0332 3315
EISSN: N/A
Towards a Language Based View of Teaching and Learning in Irish Primary Schools: Explicating the Gap between Linguistic Research and Teaching and Learning
Irish Educational Studies, v39 n1 p39-64 2020
Underpinning all literacy skills in English is a clear, and explicit, Knowledge about Language (KAL), including grammar and genre. This paper promotes a language-focused perspective of teaching, looking at one, distinct area of KAL within Irish schooling. This paper details an explicit English language intervention with young pupils (aged 6-7) in a disadvantaged Primary School in Ireland. Pupils were provided with a clear, systematic knowledge about language and genre. Drawing from the theoretical framework of Systemic Functional Linguistics (SFL), pupils were taught elements of functional grammar. Terms such as processes, participants, circumstances and genre (defined as, … any staged, goal orientated social process involving language) (Martin, [2000]. "Analysing genre: functional parameters." In "Genre and Institutions Social Processes in the Workplace and School," edited by F. Christie and J. R. Martin, 60-89. New York: Continuum, p. 13) were introduced to the pupils. The data presented suggests pupils are capable of learning and internalising and more explicit KAL, if taught to them in a structured and meaningful manner.
Descriptors: Foreign Countries, Elementary Schools, Elementary School Students, English Instruction, Direct Instruction, Intervention, Grammar, Disadvantaged Schools, Urban Schools, Academic Language, Story Telling, Instructional Effectiveness
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A