UsinganexplicitlanguagepedagogybasedontheHowLanguageWorks

teachercourse

LynetteLingard

Thissession:

• OverviewoftheHLWcourse• Classroomapplications:teachingprocesses/verbandverbgroupstoimprovestudentwriting• Primaryfocus• Secondaryfocus

HLWModulesOverview– 10x3hrmodules:1. Theimportanceofgenresandtheirstructure2. Understandingtheteachingandlearningcycle3. Howlanguageisarrangedtomakemeaning4. Teachingnoungroupsandnominalisationtoimproveoutcomes5. Workingwithclauses6. Textcohesion7. Orientationintexts8. Interpersonalresources9. Languageforexpressingfeelingsandjudgements10.Frameworksforlanguagedevelopment

Primarycontext…..

Teaching

Saying MentalAction Relational

BasedonworkbyCarmelO’Callaghan&

Cyndie Goodall

Miminghowacharactermightwalk:‘amble’,‘stride’,‘strut’,‘stroll’,‘pace’,‘trudge’,‘slink’,‘stomp’,‘tiptoe’,etc

‘Yesplease!’hecried.‘Comehere!’heyelled.‘Wouldyouliketoplaywithus?’shewhispered.

Identifying intexts:“Iwishthemonstrouscrowwouldcome!”thoughtAlice.

ItwasgettingdarksosuddenlythatAlicethoughttheremustbeathunderstormcomingon.“Whatathickblackcloudthatis!”shesaid.“Andhowfastitcomes!WhyIdobelieveit’sgotwings!…

Aliceranalittlewayintothewood,andstoppedunderalargetree.“Itcannevergetmehere,”shethought…“butIwishitwouldn’tflapitswingsso……….”……..

…..Bythistime,itwasgettinglight.“Thecrowmusthaveflownaway,Ithink,”saidAlice.“I’msogladit’sgone.Ithoughtitwasthenightcomingon.”

“IwishIcouldmanagetobethatglad!”Thequeensaid.“OnlyIcanneverremembertherule.Youmustbeveryhappy,livinginthiswood,andbeinggladwheneveryoulike!”

“Iwish themonstrouscrowwouldcome!”thought Alice.

ItwasgettingdarksosuddenlythatAlicethought theremustbeathunderstormcomingon.“Whatathickblackcloudthatis!”shesaid.“Andhowfastitcomes!WhyIdobelieve it’sgotwings!…

Aliceranalittlewayintothewood,andstoppedunderalargetree.“Itcannevergetmehere,”shethought …“butIwish itwouldn’tflapitswingsso…”………..

…..Bythistime,itwasgettinglight.“Thecrowmusthaveflownaway,Ithink,”saidAlice.“I’msoglad it’sgone.Ithought itwasthenightcomingon.”

“Iwish Icouldmanagetobe thatglad!”Thequeensaid.“OnlyIcanneverremember therule.Youmustbeveryhappy,livinginthiswood,andbeinggladwheneveryoulike!”

Identifying intexts:

Identifyingandusingin

aninformationreport.

=

=

Sortingactivities

Theresults…..

Adding toatext

‘The knight tried to pull the horse up the mountain, but he wouldn’tmove.’

motivations, personification, thoughts & feelings

Empathy

Adding toatextJoint construction with the addition of :

On the way up the mountain the horse decided that he didn’t want to meet the dragon. He imagined that the dragon would want to eat him and he felt terrified. The knight tried to pull him up the mountain but the horse wouldn’t move.

Pre-test– fromthebeginningoftheunitThelittlepeoplefoundabutton.They

whattodowithit.Theylookedaround.Thentheylookedup.Giantdropswerefalling.Itwasabigperson.Itwashisbutton.Thelittlepeoplerolledittohim.Thebigpersonpickedthemupandthebutton.He .Thelittlepeoplehelpedhimsewiton.(Danielle,aged8)

Puttingitintopractice:Post-testOneday4pixiesfoundabuttonontheground.They

whatthebuttonwasfor.They whoseitwas.They .Adropofwaterfellonthebutton.Theypickedupthebutton.Tworaindropscamedownonthebutton.They aboutwherethedropscamefrom.They .Theyrolledthebuttonalongtheground.They someonecrying.They thatwashisbutton.They forhim.They theycouldhelphim.Thegiantpickedupthebuttonandthepixies.Thepixiessewedthebuttonbackonthegiant’sshirt.Thegiantstoppedcrying.They ofthemselves.(Philip,aged8)

Secondarycontext…..

Movingfromeverydayprocessestotechnicalterms

EAL/Dfocus

ClassroomWallCharts ofprocesses/verbsEverydaylanguage:

Technicalword/words:

chew masticatesqueeze contract

open relax

Squeezeandopencontractandrelax

Chewmasticate

EAL/Dpairedandsmallgrouporalactivities:•matchtechnicaltermstoavisualimage• eachstudentexplainsonepartoftheprocesswithotherstudentslisteningfortheuseofkeytechnicalterms.• developlistsofalternatives(throughbrainstorming,thesaurusworkorlocatingtheminresourcetexts):‘

• highlightwordsthathavebeenusedtoexpressmovementinvarioustextsondigestion.

masticate,secrete,contract&relax,digest,absorb,carry,passthrough,process,excrete

DevelopingcharacterandatmospherethroughNeutral:Shepickedupthekey,openedtheboxandlookedinside.Sheputthecontentsonthebed.

Angry:Shesnatchedthekey,toreopentheboxandglaredinside.Shetossedthecontentsonthebed.

DevelopingcharacterandatmospherethroughNeutral:She thekey, theboxandinside.She thecontentsonthebed.

Angry:She thekey, theboxandinside.She thecontentsonthebed.

inargumentsanddiscussions:

•Developlists:‘report’,‘claim’,‘state’,‘voice’,‘propose’,‘suggest’,‘tell’•Comparetheuseof instrongandweakarguments.•Discusshowthe contributetothepoweroftheargument.

CriticalLiteracyStudentscanbeaskedtoidentifyandtallythe

forvariouspeople withinatexttosee:•Whichgroupsorindividualsareconstructedasactiveandwhichgroupsarepassive?•Whoisportrayedashavingthoughtsandemotions?•Whohasavoice?•Whocausesthingstohappen?

TheBellJarextractSylviaPlath

Thewall-eyednursecameback.Sheunclaspedmywatchanddroppeditinherpocket.Thenshestartedtweakingthehairpinsfrommyhair.

DoctorGordonwasunlockingthecloset.Hedraggedoutatableonwheelswithamachineonitandrolleditbehindtheheadofthebed.Thenursestartedswabbingmytempleswithasmellygrease.

Assheleanedovertoreachthesideofmyheadnearestthewall,herfatbreastmuffledmyfacelikeacloudorapillow.Avague,medicinalstenchemanatedfromherflesh.

'Don'tworry,'thenursegrinneddownatme.'Theirfirsttimeeverybody'sscaredtodeath.'

Itriedtosmile,butmyskinhadgonestiff,likeparchment.

DoctorGordonwasfittingtwometalplatesoneithersideofmyhead.Hebuckledthemintoplacewithastrapthatdentedmyforeheadandgavemeawiretobite.

Thewall-eyednursecameback.Sheunclasped mywatchanddroppeditinherpocket.Thenshestarted tweaking thehairpinsfrommyhair.

DoctorGordonwasunlockingthecloset.Hedraggedoutatableonwheelswithamachineonitandrolleditbehindtheheadofthebed.Thenursestartedswabbing mytempleswithasmellygrease.

Assheleaned overtoreachthesideofmyheadnearestthewall,herfatbreastmuffled myfacelikeacloudorapillow.Avague,medicinalstenchemanatedfromherflesh.

'Don'tworry,'thenursegrinneddownatme.'Theirfirsttimeeverybody'sscaredtodeath.'

I ,butmyskinhadgonestiff,likeparchment.

DoctorGordonwasfitting twometalplatesoneithersideofmyhead.Hebuckled themintoplacewithastrapthatdented myforeheadandgave meawiretobite.

Acknowledgements‘HowLanguageworks’

BrianDareandJohnPoliaswww.lexised.com

Teachingideasandstrategiestakenfromcoursereadingsby:

CarmelO’CallaghanCyndie Goodall

BronwynCunstance

lynette@lexised.com