The purpose of this resource is to provide educators - (including parents/family members) with a pictorial journey through the stages of a child ‘emerging as a writer’.
Generally, in English at least, and in other alphabetic-based languages, to learn to be a writer..to understand and work out how this ‘thing called writing’ is done, a child will move through a set of predictable stages. The resource provide simple descriptors of the stages, a coding mechanism, and exemplars against which child samples can be compared.
The resource may be used in a variety of ways. Examples:
Show parents/family members at what stage/s their child is moving through
Teachers to track early writing development of in-coming new entrants
Educators to realise that the stages are signposts in a child’s writing understandings and capabilities, and to pace with them on their ‘natural’ cognitive, physical journey into writing
Of particular interest to:
Teachers/educators of children in the early years of schooling – 4-7 year olds
Anyone nurturing the writing journey of ‘emerging’ writers by young children
These two book resources have been written with new learners of English in mind - namely, Chinese and Korean learners who not only can learn the language of mathematics in Korean and/or Chinese, but also in English.
The resource was written by Elsie Chan – an expert in Mathematics and Chinese, and Dr Jannie van Hees, a language expert. Consultation with three consulting mathematics specialists means this resource is mathematically and linguistically sound. Key mathematics topics included in the NZ curriculum are included.
The resource is not a mathematics dictionary but rather a fuller ‘using mathematics language’ learning reference and tool.
A guideline for primary schools: effective provisions for students from language backgrounds other than English. (van Hees, J. 1994).
This book presents in schematic form, and overview of how a school community can establish a sensitive and effective foundation for learners and their families from backgrounds other than English.
First published in 1994, it remains highly relevant and applicable to school settings today.
Excerpt from the text introduction
‘To develop comprehensive and encompassing policies and practices (for cultural and linguistic inclusion) requires attention to many important and subtle layers of provision.
This book serves to guide and challenge towards the ideal – that the full potential of all involved in a truly (inclusive) multicultural environment is developed.
It encompasses a whole school approach and commitment, based on a common philosophy and a shared vision in response to learners and their families from (culturally and linguistically) diverse backgrounds’ (pg. 1).
This book is designed to put key thoughts forward for practitioners and specialists supporting learners with additional learning needs, and their families and teachers. It aims to enhance the work of these personnel to think and respond in increasingly competent cultural ways.
The contents has been identified by the two authors based on their vast combined experience in working with diverse learners and their families in the education space. Three main areas are covered:
Personal cultural competency
Professional cultural competency
Processes to effectively respond to the individual learner and their family that reflect cultural competency
The book’s contents can be used as a self-reflective text, as a text to guide cultural ways of working as a team, to help shape policy and institutional values and practices, and as a guide for newly trained practitioners.
The book is dedicated to Bev Stewart who passed away in the early 2000s, prior to final shaping and production of the book. Bev had worked intensely with Jannie van Hees over several years to shape its contents. Bev was a pro-active psychologist with the former Special Education Service, and actively promoted sensitive and inclusive responses and processes in Special Education Services.
"Think-alouds", "word-wow moments", "thumbs up", "camera cameos", "think, prepare, share" are all part of the rich variety of strategies for expanding oral language in the classroom that Jannie van Hees describes. Her book is about why, and how, teachers can realistically create and construct conditions that provide opportunities for each student's oral language development. On one level, it is a practical journey towards optimised language engagement and contribution by each member of the classroom community. On another level, it is a journey of endless possibilities.
The book draws on two main sources:
current research and practice-based evidence across a number of relevant disciplines
the writer's own classroom-based practice and research, and her ongoing work with teachers and students.
As the journey unfolds, not only does a rationale for particular oral language pedagogical priorities become evident, but teachers are also offered a range of practical, explicit ways to implement these.
What every primary school teacher should know about vocabulary
This book is written for teachers of young children aged from 5 to 12 years in primary schools who want to support students’ English vocabulary. Most of these children will be native speakers of English, although the increasing cultural and linguistic diversity of our communities suggests a significant number will be from homes where other languages are used dominantly, or at least interwoven with English.
‘Knowing your learners’ should underpin teachers’ pedagogical decisions and the pathways of learning followed in the classroom. When learners are not native speakers of English—in the strict sense of using English as the only or dominant language in the family—this needs to be taken account of in approaches to develop learners’ vocabulary knowledge.
The book draws strongly on research, but it is written in a non-academic way so that teachers are given clear, direct advice on teaching vocabulary. Each chapter ends with a discussion of relevant and useful research so that teachers can read more deeply on topics that interest them.
This book contains many resources for teachers, such as a Picture Vocabulary Size Test, ready-to-use activities for word consciousness-raising, and information about word parts.
Prof Paul Nation (co-Author) is Emeritus Professor of Applied Linguistics in the School of Linguistics and Applied Language Studies at Victoria University of Wellington. His specialist interests are the teaching and learning of vocabulary and language teaching methodology. He has published widely and has taught in Indonesia, Thailand, the United States, Finland, and Japan.