Table of Contents

PART 1 LANGUAGE AND LEARNINGChapter 1: An Appropriate Model of LanguageIntroductionLanguage in contextRegisterGenreRegister and genre in practiceChapter 2: The Functions of LanguageIntroductionUsing language to express and develop ideasUsing language to interact with othersUsing language to shape textsA functional modelLanguage development in early childhoodLanguage development in later childhoodLanguage development in adolescenceThe register continuumChapter 3: Introduction to a Teaching Learning Cycle IntroductionThe teaching learning cycle The teaching learning cycle in further detailThe teaching learning cycle in a Year 4 classroomPART 2 LEARNING ABOUT LANGUAGEChapter 4: Language for Appreciating and Creating Story Worlds IntroductionHow narratives unfoldNarratives for young childrenNarratives for older childrenImages in narrativeNarratives for young adolescentsDeveloping control over narrativesWhat are the major language resources for narratives?Focus on fieldWhat’s happening?Who or what is involved?When? Where? How? Why?Field and narratives: strategies for teaching and assessingChapter 5: Language for Recounting What Happened IntroductionRecounts of personal experienceFactual recountsAutobiographiesBiographiesHistorical recountsHistorical accountsLiterary recountsDeveloping control over recountsWhat are the major language resources for recounting?Focus on mode: from spoken to writtenCohesionFocus on mode: strategies for teaching and assessingChapter 6: Language for Observing and Describing the WorldIntroductionTexts that observe and describeDeveloping control over reportsWhat 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 assessingChapter 7: Language for Explaining How and Why IntroductionSequential explanationsCausal explanationsCyclical explanationsSystem explanationsFactorial explanationsConsequential explanationsCombination: causes and effectsDeveloping control of explanationsWhat are the major language resources for explaining?Focus on field: combining ideasFocus on field: strategies for teaching and assessingChapter 8: Language for Persuading Others IntroductionGenres for arguingDeveloping control over argumentsWhat are the major language resources for arguing?Focus on the interpersonal: strategies for teaching and assessingCreating coherent and logical texts: developing control of mode-related meaningsFocus on text organisation: strategies for teaching and assessingChapter 9: Language for Responding IntroductionGenres for respondingDeveloping control of response genresWhat are the major language resources for responding?Focus on appraisal: strategies for teaching and assessingOrganising information: text, paragraph, and sentenceFocus on text and paragraph openers: strategies for teaching and assessingChapter 10: Language for Inquiring IntroductionFair testLab reportInvestigation reportDesign portfolioProblem-solving reportDeveloping control of inquiry genresWhat are the major language resources for inquiring?Focus on density and abstractionFocus on density and abstraction: strategies for teaching and assessmentAppendix 1: A Functional Model of Language Appendix 2: Genre and RegisterAppendix 3: Glossary Appendix 4: Further Reading Index

About the Author

Beverly Derewianka - Professorial Fellow, Language Education, University of Wollongong Pauline Jones - Senior Lecturer, Education, University of Wollongong