Talking for Scotland

Institution	Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Titel	Talking for Scotland
Quelle	(2005), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Students; Native Speakers; Foreign Countries; Second Language Learning; Video Technology; Language Acquisition; Educational Change; Group Discussion; English; Oral Language; Children; Preschool Education; Learner Engagement; Class Activities; Literature; Models; Scaffolding (Teaching Technique); Student Motivation; Professional Continuing Education; Workshops; Student Evaluation; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Student; Schüler; Schülerin; Studentin; Muttersprachler; Ausland; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Bildungsreform; Gruppendiskussion; English language; Englisch; Oral interpretation; Mündlicher Sprachgebrauch; Child; Kind; Kinder; Pre-school education; Vorschulerziehung; Literatur; Analogiemodell; Schulische Motivation; Berufsfeldbezogener Unterricht; Weiterbildung; Lernwerkstatt; Schulung; Schulnote; Studentische Bewertung
Abstract	Children are born with an impressive ability to learn language, therefore the educational process is able to build on a dynamic that is already present. The principles that apply to the development of English language are equally applicable to all language learning. Good nursery education provides a microcosm of effective language development. There is a set of principles that can guide the structured development of talking and listening. They include: (1) The interest of pupils must be engaged--often through their being involved in real and meaningful activities; (2) A wide range of opportunities for talking and listening should be provided; (3) Literature provides an invaluable context for talking and listening, but so also do many opportunities outside of formal classroom work; (4) It is important to ensure that young people are made aware of the skills associated with effective talking and listening. Those skills can be developed and applied in a variety of contexts that should include formal presentation and group discussion; (5) Teachers should model good practice in talking and listening. In foreign language learning, those models should, where possible, include native speakers; (6) Appropriate forms of support should be provided in order to scaffold pupils' oral language development; and (7) Teachers should ensure that there is a planned progression in the range of language tasks and activities presented to pupils. Talking is an important aspect of preparation for writing. Not only does it clarify thinking that may, later, be expressed in writing, but talking can also motivate and stimulate ideas. This paper presents continuing professional development materials with video and supporting print text for the development of talking and listening in English and modern languages. Contents include: (1) Video: Outline Content; (2) Teachers' Notes: English Language; and (3) Teachers' Notes: Modern Languages. (ERIC).
Anmerkungen	Her Majesty's Inspectorate of Education. Denholm House Almondvale Business Park, Almondvale Way, Livingston, EH54 6GA, UK. Tel: +44-014-1282-5000; e-mail: enquiries@educationscotland.gov.uk; Web site: http://www.educationscotland.gov.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10