Language Development in the School Commonsense knowledge- termed by Bernstein - Learning within the family Educational Knowledge- termed

by Halliday -more consciously designed, systematized and explicit ways of reasoning about the world. Painter has categorized the differences between the two kinds of knowledge. Commonsense Knowledge Educational Knowledge Relevant to a specific context Based on personal/shared experience Based on language mediated observation Concrete non-technical meanings Negotiated in spoken language Built up unconsciously Built up slowly and gradually Pace of learning at discretion of learner Built up piecemeal, fragmented way Lack of insulation between topics Universalistic in orientation Distant from personal experience Based on semiotic representation and participation Abstract and technical meanings Constituted in written language Built up consciously Built up rapidly Pace of learning at discretion of instructor systematically presented, logically sequenced within a topic Disciplinary boundaries may be maintained

HAP VS LAP by Hasan and Cloran -classified families into two sociological categories: HAP (High Autonomy Profession) who enjoyed a high degree of autonomy and control over time at work. Ex. librarians, engineers, doctors and teachers etc. LAP (Low Autonomous Professions) who did not. Ex. school-canteen assistants and factory workers. - describe that mothers have an invisible control over their young children during their conversation together. Classroom Talk ZPD (Zone of Proximal Development)- is the difference between what a learner can do without help and what
he or she can do with help

Spiral Curriculum- by Bruner, suggests that by couching new information and ideas within the previous experience of the pupils it is reasonable to expect that they will be able to achieve the outcomes as stated in the syllabus. Institutionalization of Language by Christie- a series of teaching/learning episodes that have a distinctive overall pattern or shape and that these may be thought of as also having a generic structure

Curriculum Genre of Picture Talk 1. focus 2. Instruction 3.Identification 4.description 5.explanation 6.justification 7. closure

Characteristics of Picture Talk 1. The pupils have the possibility of contributing to the activity 2. They can build up their Linguistic and commonsense knowledge and skills. 3. Strategies of their natural use of language are exploited and 4. Problems are solved jointly through interaction between the teacher and pupils 5. Picture talk also leads to the production of written texts so it can also be considered a Writing negotiation genre.

Strategies Applied in Picture Talk 1. A high proportion of labelling, naming and comment/observation strategies 2. Some appeal to background knowledge 3. Inferencing and hypothesizing strategies 4. Identification and description strategies Patterns of Communication inside the classroom - Teacher and pupil interaction -IRF (Initiation-Response-Feedback)

Communication Between Children -Collaborative Learning -Group Teaching

Prepared by: Hazel Ann S. Burgos