Table of Contents

Part 1: Language and learning 1. An appropriate model of language Language in contextRegisterGenreRegister and genre in practice2. The functions of language Language development in early childhoodLanguage development in later childhoodUsing language to express and connect ideasUsing language to interact with othersUsing language to shape textsA functional model3. Introduction to a teaching and learning cycleBuilding knowledge of the fieldJoint construction: developing control over the genreIndependent construction Part 2: Learning about language 4. Language for creating and appreciating story worlds How narratives unfoldNarratives for young childrenNarratives for older childrenNarratives for young adolescentsHow do students learn about narrative?What are the major language resources for narratives?Focus on field`What’s happening?’Who or what is involved?When? Where? How? Why?Field and narratives: strategies for teaching and assessing5. Language for recounting what happenedRecounts of personal experienceAutobiographiesBiographiesHistorical recountsHistorical accountsLiterary recountsHow do students learn to recount?What are the major language resources for recounting?Focus on mode: from spoken to writtenCohesionFocus on mode: strategies for teaching and assessing 6. Language for telling how to do something InstructionsSimple proceduresDirectionsProcedural recountsConditional ProceduresProtocolsHow do students learn about instructional texts?What are the major language resources for instructing?Focus on tenorFocus on tenor: strategies for teaching and assessing7. Language for observing and describing the world Texts that observe and describeHow do students learn to observe and describe?What are the major language resources for observing and describing?Focus on field: linking informationFocus on multimodal meanings: image and languageVisual representationMultimodal meanings: strategies for teaching and assessing8. Language for explaining how and why Sequential explanationsCausal explanationsCyclical explanationsSystem explanationsFactorial explanationsConsequential explanationsCombination: causes and effectsHow do students learn to explain phenomena?What are the major language resources for explaining?Focus on field: combining ideasFocus on field: strategies for teaching and assessing9. Language for persuading others Genres for arguingHow do students learn to argue?Genres for respondingHow do students learn to respond?What are the major language resources for arguing and responding?Focus on nominalisation: strategies for teaching and assessingFocus on appraisal: strategies for teaching and assessingOrganising information: text, paragraph, and sentenceText connectivesFocus on text organisation: strategies for teaching and assessing Appendix 1 – Scope and sequence of genre Appendix 2 – Scope and sequence of grammar

About the Author

Beverly Derewianka is Professor of Language Education at the University of Wollongong, where she is Director of the Centre for Research in Language and Literacy. Following several years teaching in primary and secondary schools, she became a teacher educator in the fields of TESOL and literacy education. Pauline Jones is Senior Lecturer in the Faculty of Education at the University of Wollongong. Pauline teaches in the areas of language, literacy and TESOL in undergraduate and postgraduate courses. Before moving into teacher education in 1995, she worked as a language curriculum consultant, ESL and classroom teacher and a community development worker in underprivileged urban environments.