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Lynne Cameron, Teaching languages to young learners, 2007:

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Lynne Cameron, Teaching languages to young learners, 2007:

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Children are more enthusiastic and lively as learners. They want to please rather than their peer group. They will engage with an activity even if they don’t know how to solve it. They lose interest more quickly and are less able to keep themselves motivated on tasks they find difficult. Children have a restricted access to meta-language (language to talk about language).

Learning-centred perspective (differentiering):

Successful lessons and activites are those that are tuned to the learning needs of pupils, rather than to the demands of hte next text-book unit, or to the interests of the teacher. Though she argues that it’s important to not be content with a specific learning path and strive to find the best activities that meet the students potential without sacrificing fun or learning.

Jean Piaget, The child as sense-maker:

Children actively strive to make sense of the world, as they bring their own experience and knowledge attempting to do so. This is also the problem as childrens experience is rather limited, thus often not enabling them to make sense dealing with unfamiliar concepts or topics.

Vygotsky:

Zone of proximal development (ZPD):

A zone where the child is able to solve a difficult task, with skilled help from an adult, thus achieving something that would have been achievable alone. Bruner (1983, 1990) Scaffolding discusses the mediating process that adults go through as they help children overcome difficult challenges.

Internalisation:

The transition from thinking out loud and talking through what is being done, to thinking inside the head. Wetsch (1985) states that internalisation enables the child to use the learned qualitatively in different situation opposed the more simplistic usage.

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Donaghy - film in action + +

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Didaktisk model: snail model (derewianka)

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Didaktisk model: snail model (derewianka)

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Derewianka's snail model:
Field, tenor and mode

Based on Halliday's notion of "register" --> modellen rammesæter register i field, tenor and mode.

* Can be used as interlanguage analysis model
* Can be used as a lesson planning model

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PL teorier som understøtter engelsk læring

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PL teorier som understøtter engelsk læring

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Piaget: assimilation and accomendation --> aktivering af forforståelsen skaber bedre en forudsætning for læring.

Vigotsky: zone of proximal development --> forudsætning for "flow" af mihaly csikszentmihalyi

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Kulturforståelse, Karen Risager:
Michael Byram - intercultural competence
Gibbons ch 5 writing in culture

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Tekst: "det flerstemmige og dialogiske klasserum" af Olga Dysthe

Tekst/teori som understøtter en dialogisk undervisning frem for en monologisk "forelæsning" agtig undervisning.

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CLT - Communicative language teaching - Diane Larsen Freeman

Scaffolding - Pauline Gibbons

Functional Grammar - Michael Halliday (Derewianka bygger på Michael Halliday's teorier og koncepter om functional grammar)

Task-based teaching - Handbook for language detectives

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What are the most interesting points in the chapter?

I liked the reading strategi / thought about reading for the purpose --> skimming, tighter, medium tight etc.

Extensively  -> extensive – reading for only gist and meaning

Intensively --> intense reading

Use helping strategies

Give the students examples of how to read

There are different texts and different ways to read them

Reading on the screen --> not as good --> teach them how --> notes . Etc.

Considering why you notice something the most in a text, and question yourself about what is important

Being critical – critical thinking  --> believing and the doubting game

What are the difficulties for students reading difficult academic texts?

Too overwhelming, different words, different structure

Which of the strategies mentioned in the text do you find most interesting/useful?

Reading strategies for different purposes

Which strategies for reading difficult texts do you use yourself?

Reread if I don’t understand

Change between skim reading and going deep

Write key words for gist or main ideas in the margin or as notes

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Deci and Ryan