NETA Power Point Slides to accompany Prepared by Luigi Iannacci Trent University Copyright © 2013 by Nelson Education Ltd.

Chapter Four Language Development and Oracy 2 Copyright © 2013 Nelson Education Ltd.

OVERVIEW Language Systems Mini-Lessons Language Functions -Halliday’s Functions of Language Developing Oracy -listening and talking 3 Copyright © 2013 Nelson Education Ltd.

LANGUAGE SYSTEMS 4 Copyright © 2013 Nelson Education Ltd.

The Semantic System The Semantic System is focused on comprehension and meaning. Learners’ abilities to use this resource are based on their: background knowledge personal experiences prior experience and knowledge of the topic familiarity with concepts automaticity with word identification 5 Copyright © 2013 Nelson Education Ltd.

The Syntactic System The Syntactic System is focused on the patterns of word order and/or grammar that determine meaning in sentences. Learner’s abilities to use this resource are based on their: knowledge of the structure of language awareness of sentence function and sense understanding of how words are ordered 6 Copyright © 2013 Nelson Education Ltd.

The Graphophonic System The Graphophonic System is focused on decoding and encoding print. Learners’ abilities to use this resource are based on their: knowledge of sound-symbol relationships (phonographics) ability to hear, sequence, segment, and blend together the smallest units in a spoken word (phonemes) 7 Copyright © 2013 Nelson Education Ltd.

The Pragmatic System The Pragmatic System is focused on the contextual/cultural specifics of language use (audience, purpose, register). Learners’ abilities to use this resource are based on their: knowledge of the social rules and conventions of language used in a particular context understanding of the semantic aspects of various genres and writing forms (e.g., fairy tales, poems, weather reports, etc.) 8 Copyright © 2013 Nelson Education Ltd.

The Pragmatic System understanding of the syntax particular to various forms of writing (e.g., newspaper headlines, recipes, TV Guide, etc.) understanding of graphophonics particular to comics, ads, environmental print, and pop culture awareness of the expectations of a text as written by different authors (e.g., reporter, scientist, novelist, etc.) sense and expectation of the situation (e.g., reading for pleasure, informal, or formal style) 9 Copyright © 2013 Nelson Education Ltd.

Mini-Lessons The term ‘mini-lesson’ is mentioned throughout the chapter. What is a mini-lesson? Copyright © 2013 Nelson Education Ltd. 10

THE PURPOSEFUL NATURE OF LANGUAGE: LANGUAGE FUNCTIONS 11 Copyright © 2013 Nelson Education Ltd.

Halliday’s Functions of Language Instrumental “I want”; intention; action and purpose (a phone call) Regulatory “Do as I tell you”; attempt to guide other individuals to one's purposes; to influence others (clarifying rules) Heuristic “Tell me why”; acquire, retain and assimilate knowledge; to explore the learner’s surrounding environment (Q and A style interviews) 12 Copyright © 2013 Nelson Education Ltd.

Halliday’s Functions of Language Interactional “Me and you”; bridge personalities; build relationships between individuals.(I messages) Personal “Here I am!”; explore one's innermost feelings and emotions (debates) Imaginative “Let’s pretend”; use of creativity (oral storytelling) Representational “I’ve got something to tell you”; pass on information and educate others (sharing current events) 13 Copyright © 2013 Nelson Education Ltd.

What are the implications? “ Wells (1986) discovered that teachers dominated conversations and that much of the talk children engaged in at school was unauthentic, lacking the purpose and spontaneity of real talk” Page 146, Bainbridge and Heydon Copyright © 2013 Nelson Education Ltd. 14

Articles 15 Copyright © 2013 Nelson Education Ltd. Two articles that will provoke discussion on the topic of oracy are “Let’s Talk and “Let’s Give Them Something to Talk About.” We will have a read and then share key ideas with our table mates. Then we will summarize the general themes.

Webcast Let’s watch the snippet of children at play at the water table and note what the children demonstrate as well as ways in which the educator can support language development. This clip can be found on the curriculum.org website under the Kindergarten Matters title Copyright © 2013 Nelson Education Ltd. 16

SUMMARY There are a variety of language systems that operate together than enable students to make meaning with/of language There are a variety of language functions that enable students to communicate in various contexts and for varied purposes Students language systems and functions need to be recognized and fostered as funds of knowledge that will further their communicative competence A variety of language forms can be assessed to determine future instruction that is responsive to students needs as they relate to language systems and functions 17 Copyright © 2013 Nelson Education Ltd.