Let’s begin by talking about the three different theories of language development: the behaviourist, the nativist and the social-interactionist. First, tell us how these different theories view (or ‘understand’) language?
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Where does the functional model/theory of language development fit with respect to these three distinct theories?
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There are three main phases/stages to language development: protolanguage, the transition phase, and the metafunctional phase. Tell us about one of these phases; what does the language learner typically typically do in this phase?
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In regards to Theories of Language Development, what the implications are for the language classroom?
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Would someone else like to tell us about a stage of language development that hasn't already been discussed.
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Low intervention, mediating, and explicit teaching: Which of these would be classified as the more “conversational”? Which as more “teacher-centred” And which as more “student-centred”?
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The functional model of language promotes a teaching-learning cycle, which integrates these three different ways/strategies of talking with children. Explain how it does this.
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it is very important to understand the relationship between sounds and letters in order to assist learners at the early stages of literacy development”. Why is that especially the case in English?
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What is the difference between a phoneme and a syllable? Give us an example ;)
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Does anyone know if the English Learning Area of the Australian Curriculum has a strand or sub-strand dedicated to sound?
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Australia is a mono-lingual society. Discuss...
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If you wanted to illustrate the diversity of English to a colleague, which ‘authentic’ example from Week 10 resonated best with you? Or do you have one of your own?
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What is your position on the World English debate in the classroom? Should we engage more with diverse Englishes, or should we exclusively work with Standard Australian English?
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Where does the functional model/theory of language development fit with respect to these three distinct theories?
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