1. Topic 4 Language & thinking
1.1. Strategies to support language for thinking
1.1.1. The transition into school
1.1.1.1. Learning to talk
1.1.1.2. Social Language Academic language Language for literacy
1.1.1.2.1. There is a crucial relationship between language, thought and learning. Developing power over language is a significant mechanism for thinking about experience and coming to understand some of the ways in which the world operates.
1.1.1.3. Talking to learn
1.1.2. Language and cognition (some theory)
1.1.2.1. Cruz & Levey (2017):
1.1.2.1.1. Cognition requires attention, perception, memory, reasoning, problem solving and decision making.
1.1.3. Benefits of talk for thinking and learning
1.1.3.1. Fellowes & Oakley (2020):
1.1.3.1.1. Deeper understanding of ideas and concepts Assists to derive meaning from experiences Stimulates new thought Influences approach to thinking Enhances ability with different cognitive processes Helps with forming abstract concepts Supports the development of schemata
1.1.4. Linking thinking dispositions to learning and language
1.1.4.1. Disposition: An ‘inclination to be’… Thinking dispositions fuel which language may develop quickly and which may not.
1.1.4.1.1. We are thinking in a way that: • to be curious (wonder) • to be precise (facts) • to be open-minded (different viewpoints) • to be organised (logical reasoning) • to be reflective (contemplative) • to be empathetic (consideration of emotions of others) Children need to develop all of these aspects
1.1.5. Contexts for thinking – our role
1.1.5.1. • Hold high expectations • Use ‘academic’ language (talk about thinking – remember, imagine, predict, think) • Time & structure of program to enable thinking • Opportunities that practice dispositions for thinking and learning • Questioning – for different levels of thinking • The third teacher (environment) • Value metacognition and ‘think aloud’ to demonstrate own thinking processes
1.1.5.1.1. think aloud, we talk through what we are doing as we demonstrate, talking about our own thinking process as we go: I wonder what this is going to be... I am just gonna try this... I remember I did something else last time...
1.1.5.2. Whorral & Cabell (2015):
1.1.5.2.1. most importantly – engage in purposeful conversations: • sophisticated vocabulary • support children’s interests • questions to extend and expand • cognitively challenging topics
1.2. Modelled reading and storytelling
1.2.1. Supporting language and thinking by reading aloud to children
1.2.1.1. Language for literacy
1.2.1.1.1. Build a love for books • reading is important, fun and informative
1.2.2. Making the most of reading aloud to children
1.2.2.1. Vocabulary
1.2.2.1.1. Meaningful Context
1.2.2.1.2. Pronunciation
1.2.2.1.3. Repeated readings of a text
1.2.2.1.4. Bridging the 30 million word gap
1.2.2.2. Syntax 句法
1.2.2.2.1. Expose children to correct grammar and to a range of sentence types and new sentence structures. (Exaggerating punctuation, phrasing and direct speech)
1.2.2.3. Phonology音韵学
1.2.2.3.1. Engagement with the sound of the language in a text (language devices of rhyme, rhythm, alliteration, onomatopoeia, and sentence repetition – rather than ‘sounding out’)
1.2.2.4. Semantics语义学 (pragmatics 语用学 常见一起）
1.2.2.4.1. Dialogic book talk – creating opportunities to build and reorganise schemata (new knowledge) Make sense of: • Own experience • Experiences outside of the child’s immediate world • Other points of view
1.2.2.5. Narrative discourse叙述性话语
1.2.2.5.1. story structure and key elements – setting, characters, events
1.2.3. Choosing quality literature for young children
1.2.3.1. 1. Does the book provide a good example of the communicative purpose of language?
1.2.3.1.1. 2. Is the language of the book rich and expressive while still being linguistically and cognitively accessible?
1.2.4. Children’s Literature and cultural and linguistic diversity
1.2.4.1. “Being made to read [or listen to] texts so alien to their own experience and background may only increase students’ sense of frustration, inferiority, and even powerlessness” (Lazar, 1993 cited in Khatib, 2011, p.3).
1.2.4.1.1. have a look around who you have in the class and help them to feel welcomed and invited to the book reading party
1.2.5. Responding to children’s literature
1.2.5.1. responding can give children an opportunity to be able to use oral language to reinforce what they experienced as they engage with that book and recall the key features and how they felt about different parts of the story and recall the different perspectives of different characters - what they might be thinking
1.2.5.1.1. Interpretive Response 解释性 Response that involves understanding the story / text itself. Analytical (understanding the text) Intertextual (relating the text to other texts)