Ideas 1 Dont put our ideas values into

Ideas: 1. Don’t put our ideas & values into our teaching – This should be learner centred. 2. Words and their meaning are always changing. 3. Myth: English is static and is not changing. 4. It is only available to the privileged classes – Authentic, the only right way. 5. Voice/No Comment/No Collection. 6. 1. Want to have a say in it. A way that you want to see it truly. 2. The value of primary discourse. 1. Celebrating 2. Understanding the source. 3. Communication. 4. Tell the story. 5. Remember the audience. 6. Good & Bad English. Topic of interest – Authentic selves (Experience) Green Writing – Language experience. My green writing: I opened the door, it was a heavy wooden and iron door, carved with magical words from a language long forgotten. I gazed upon a landscape full of colour and endless opportunities. Stepping through I felt lightened, transformed, renewed. All things seemed possible. I saw the Tuatha Dé Danann, Fionn mac Cumhaill and Brian Boru fixing the wheel on a cart an old man was pushing to the market. In the cart were barrels labelled “Hopes”, “Dreams”, and “Fairy dust”. Interestingly, when I got to the part where the Tuatha Dé Danann, Fionn mac Cumhaill and Brian Boru were fixing the wheel I started to think in Irish (As Gaeilge)

Scaffolding: Discourse: • Primary Discourse: • Passionate. • Spontaneous. • Authentic. • Secondary discourse: • • • Measured. Journey of discovery. Cognitive Rational & Objective. Balanced. ? ? ? Ret Chekov

Discourse & Context Language: High Context language: Bonds people together. Low Context language: Academic – Split (divisive). https: //toughnickel. com/business/High-Context-vs-Low-Context-Communication Discourse: Capital D: The notion of “Big ‘D’ Discourse” (“Discourse” spelled with a capital “D”) is meant to capture the ways in which people enact and recognize socially and historically significant identities or “kinds of people” through well-integrated combinations of language, actions, interactions, objects, tools, technologies, beliefs, and values. The notion stresses how “discourse” (language in use among people) is always also a “conversation” among different historically formed Discourses (that is, a “conversation” among different socially and historically significant kinds of people or social groups). The notion of “Big ‘D’ Discourse” sets a larger context for the analysis of “discourse” (with a little “d”), that is, the analysis of language in use. http: //jamespaulgee. com/geeimg/pdfs/Big%20 D, %20 Small%20 d. pdf

Put it into practice: Moving an activity which only suites the classroom “Fit For Purpose” in QQI Assessment (Teaching Into) Acquisition – based + teaching works as in practice in real life.

School Behaviour Non School Behaviour Discourse & School Prototype Academic P She know about reading books. Literacy “Expression” Literacy: Different states/Contexts Different vocabulary, image. Extended Literary vocal range “Low context” specifically. Confidence in Classroom Teacher and student are interchangeable. Identifying with Girls & Boys