Midterm 1

Question 1

Dimensions of language and literacy

Answer 1

Expresive dimensions: Speaking, writing, representing
Receptive: reading, listening, viewing

Question 2

Multiliteracies

Answer 2

-Huge variety of ways to communicate these days.
-multimodal literacy: diff ways people can express themselves and read

Question 3

How do people choose what and how they communicate

Answer 3

Access, understanding of certain modes, understanding what a situation demands, interests.

Question 4

early literacy

Answer 4

the learning kids can make at home

Question 5

4 basic assumptions of kids leaning of literacy (before)

Answer 5

Can’t learn anything themselves, kids needs and desire don’t really matter, kids are objects manipulated by teachers, writing and reading were autonomous skills.

Question 6

which model of learning is associated to todays view on literacy

Answer 6

Vygotskys social constructivist model of learning.

Question 7

4 basic assumptions of kids leaning of literacy (after)

Answer 7

-Kids agency will affect what they do and not do, they learn more among themselves, kids need to be provided with opportunities to have discussion with teachers and express their own opinion, literacy is social and cognitive.

Question 8

How can an educator be more critically reflective

Answer 8

1. disrupting the commonplace
2. Interrogating multiple viewpoints
3. focusing on social political issues
4. taking action and promoting social justice

Question 9

Critical litteracy

Answer 9

help learners interrogate all texts so that their understanding reflect social, political, power relations impeded in those texts and their readings of them.

Question 10

Four ressources model

Answer 10

It explains that you should be able to do these 4 things:
-code breaker (reading letters)
-text participant: drawing inferences, comprehension
-text user: knowing where to find and read diff texts
-text analyst: critique and understand the perspectives.

Question 11

How does cultural and linguistic diversity effect literacy

Answer 11

educators need to be culturally responsive

Question 12

How does socio-economic status effect literacy

Answer 12

-educators make a diff in learners lives
-ensure that outreaching is culturally sensitive

Question 13

How does gender effect literacy

Answer 13

teachers need to keep in mind the diversity and accommodate to their diff needs

Question 14

Pedagogy of multiliteracies:

Answer 14

situated practice (experiencing)
Overt instruction (conceptualizing
Critical framing (analyzing
transformed practice (applying)

Question 15

Cambourne’s conditions for learning

Answer 15

Immersion
Demonstration
Expectation
Responsibility
Use
Approximation
Response

Question 16

Examples of instructional opportunities

Answer 16

-Read-aloud
-Shared reading
-reader response activity
-Guided writing
-Shared writing
-explorations

Question 17

Instructional component consideration

Answer 17

1. immerse kids in a language and rich text environment at all levels of schooling
   2.all dimensions should be taught closely together
2. all components should invite learning opportunities within a variety of genres and across thencurricuum
3. components offer varying degrees of educator support
4. the conventions or mechanics of literacy can be taught through any of the instructional components
   6é create abundant opportunities for learners to respond to a variety of texts and let them reflect on these meanings.

Question 18

Linguists describe language in 4 systems : cuing systems

Answer 18

Semantics, phonology, syntax, pragmatics

Question 19

what is semantics

Answer 19

the meanings that are expressed in a language or code.
-vocabulary
-Kids learn by just talking to parents and listening to the world around them.

Question 20

denotative meaning of a word vs connotative meaning

Answer 20

literal meaning vs figurative meaning

Question 21

What is syntax

Answer 21

the way the language is organized, the way the words a put together to create meaning, the basic unit is the sentence.

Question 22

what is pragmatics

Answer 22

the social aspects of language use in context
-it varies from social class, ethnic groups, regions (dialect)
-its about the implied meaning behind words and how people understand those words without ambiguity.
-The phone is ringing (not a fact, your asking someone to get it)
-those are the ‘rules’ of language use
-It involves getting to the point, ask questions, check for understanding, not talking too long, being clear.

Question 23

Communicative competence

Answer 23

the ability to appropriately combine and use all aspects of language including non verbal communication

Question 24

What are the 7 areas of communicative competence (Enhancing and evaluating oral communication in the primary grades)

Answer 24

1. Affective behaviours (revealing attitudes and values through their behaviour)
2. Language awareness (knowledge about their own language and behaviour.
3. Listening comprehension (constructing meaning from what they hear)
4. speech communication (accomplishing the objectives of their speech)
5. critical-evaluative behaviour (monitor their own speech and the messages they receive from others
6. Interpersonal strategies (creating relationships with other through pay and work in school.
7. oral language codes (communicating effectively with diff people in diff situations in and out of school)

Question 25

What are the three different types of learners and how does it affect the way language is used in school

Answer 25

1. Maintown: A middle-class school oriented community that focus on labeling, explaining, and learning how to display knowledge.
2. Roadville: White working class communities that are like maintown ones but are unprepared for reading activities that involve reasoning an effective response
3. Trackton: Black working class community children focus on being legitimate conversational partners, providing opinions and responding to events

Question 26

What are Michael Halliday’s identified seven functions of language:

Answer 26

-Instrumental language
-regulatory functions
-interactional language
-personal language
-heuristic language
-imaginative function
-representational language

The most useful functions of language in a classroom are heuristic and personal even though representative and regulatory are used more in the classroom

Question 27

Instrumental language

Answer 27

It happens every day when we ask someone to help us like when we order some thing at the restaurant

Question 28

Regulatory functions

Answer 28

When we regulate someone else’s behaviour like when we see a no smoking sign or handbook on how to make a kite, do as I tell you

Question 29

Interactional language

Answer 29

The language that we use to maintain and establish relationships like social chat

Question 30

Personal language

Answer 30

It’s when we talk about ourselves our feelings our thoughts and our beliefs.

Question 31

Heuristic language

Answer 31

When we are exploring question and when we wonder and hypothesize like when kids say I wonder what would happen if

Question 32

Imaginative function of language

Answer 32

It is when we write stories or poetry or when we daydream or make a wish list or engage in play with another kid

Question 33

Representational language

Answer 33

What is the language of reports lectures documentary programs on television and textbooks it is important especially in the classroom.

Question 34

When is most of this language learned

Answer 34

In a two year period between the ages two and four

Question 35

How can educators design purposeful and meaningful language and literacy projects, what is the process

Answer 35

-Daily readings from the book with the free ranging discussion: reading and then talking about the book and how it can relate to our own lives

-responding to particular passages in constructions or art: maybe putting yourself in the position of the people in the book

-using prompts like photographs, objects and poetry to generate writing: showing a picture and creating a scenario where kids need to respond to how they would feel in certain situations

-learner generated projects: letting the kids come up with a project in relation to what they are doing

Question 36

Language at home and at school how it is developed

Answer 36

The primary social contacts for children’s language learning is of course at home once they start to go to stores or the doctors or enter school children encounter a whole new social contacts where adults use of language is often different from what they hear at their homes.

Question 37

Why is it important to explore the possibilities for expanding children’s oracy in school

Answer 37

They must fine-tune a balance between talking and listening to children and focus on their interactions with learners. Oral language is the foundation of literacy. Teachers need to speak with children and not to them however most of the time it is the other way around. As children get older they are also able to understand language and thinking without embedding it in their every day experience. Young kids only understand things that they’ve already done or experienced.

Question 38

What is Oracy

Answer 38

It refers to auditory and spoken language.

Question 39

Why is oral language in the classroom important

Answer 39

During kindergarten 28 years learners continue to refined and extend all the language competencies that allow them to be full conversational partners it is most effective when educators talk with them on topics that are of interest to them and in a manner that enables them to participate as a legitimate conversational partner

Question 40

Talking, it’s importance and role in the classroom

Answer 40

Effective educators ensure that learners engage in small group work that enhances or oral language abilities. Some may not be as comfortable or adapt in using language in the academic context of the classroom or in using language to persuade give direction or make inquiries. This is why it’s so important that learners or a language abilities are fostered throughout schooling
-collaboration is also incredibly important in the classroom it is how social skills and interpersonal relationships of trust and respect are strengthened.

Question 41

Listening, and it’s importance and roll in the classroom

Answer 41

Learners make sense of oral language through attending anticipating predicting focussing visualizing making connections generalizing in evaluating. Listening is probably the most used of the language modes from birth onward. only three major purpose is usually apply to classrooms: efferent, critical, anesthetic. When educator state reasons or purposes for listening and focus listeners thinking on Waze they can accomplish the task, students listening skills will be enhanced.
-learners can be encouraged to create pictures in their minds as they listen to the story.

Question 42

What is efferent listening

Answer 42

Listening later on tonight educator talk about a book requires a different kind of listening. Learners attempt to make sense of information, they can be encouraged to create pictures in their minds as they listen to the story

Question 43

Critical listening

Answer 43

This type of listening is required when students and educators talk together about their book. They are required to listen critically assess what they have learned and make judgements about situations and perhaps attempt to understand two sides of a debate

Question 44

Active listening

Answer 44

They can do this by participating in writing conferences with their peers, engaging in group projects, taking part in drum activities, and reading to each other and shared reading experiences.

Question 45

What are some ways you can make it easier for learners to listen as an educator

Answer 45

-Ensuring that all learners have clear view of the teacher and the main teaching area.
-Consider the seating plan putting kids who struggle to listen at the front.
-Do not sit learners close to high traffic areas like pencil sharpeners cubbies.
-Set times for activities to occur.
-Use words like then first afterwards.
-Give instructions assembly and briefly as possible.

Question 46

Assessing oracy, listening and talking

Answer 46

When educators observe learners listening strategies and abilities, it is likely to be in the context of group work they are engaged in. This is also how educators collect information about their learners speaking abilities. Educators keep notebooks about their students progress in all areas of the curriculum. The assessment of oral communication abilities relies heavily on educators listening to learners not only listening to what they have to say and responding properly but also listening to how to create and communicate meaning.