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Knowledge about Language Language Learning Strategies

Knowledge about Language Language Learning Strategies. Developed from materials produced by University of Leeds. .multiverse.ac.uk/ViewArticle2.aspx?Keyword=EAL&SearchOption=Phrase&SearchType=Keyword&RefineExpand=1&ContentId=15200. At the end of this session, you will have:

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Knowledge about Language Language Learning Strategies

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  1. Knowledge about LanguageLanguage Learning Strategies Developed from materials produced by University of Leeds. .multiverse.ac.uk/ViewArticle2.aspx?Keyword=EAL&SearchOption=Phrase&SearchType=Keyword&RefineExpand=1&ContentId=15200

  2. At the end of this session, you will have: • continued to develop awareness of your own implicit language knowledge and how it is activated in problem-solving tasks • a greater understanding of the generic ways that language works • Some possible approaches to promoting Knowledge about Language (KAL) and Language Learning Strategies (LLS) with primary pupils

  3. Strategies for problem-solving unfamiliar language • Contextual (semantic) • establishing what the story was, from words in the glossary and the text itself, e.g. Wolf, Grandma, basket • using cultural knowledge, e.g. rooibos tea = redbush tea, so rooi could mean redsing-sing could mean happily or singing • noticing repeated words in the text and inferring their meanings, e.g. sy from Sy is siek and sy in Sy neem

  4. 2. Syntactic (grammar): • guessing whole sentences - sounding similar to English and fitting in with the storye.g. Sy is siek = She is sick • noticing features of the text that give grammatical clues e.g. se comes after direct speech, so could mean say(s) • using grammatical knowledge from other languages e.g. gebak could mean baked because of the prefix ge- • noticing word order that seems to be different from English and guessing what it could be e.g. Ek het koek gebak. = I have a cake baked (sic).; Waar gaan jy heen? = Where go you today (sic)?

  5. 3. Grapho-phonic (words and sounds) • recognising cognates from other languages e.g. bos = bois (Fr)siek = sick blomme = bloom; blume (Ger) groot = great • reading aloud a sentence with some identifiable words, so the rest of the sentence becomes clear e.g. Sy is … at the beginning of the text is repeated at the end, Sy is (siek).

  6. Effective strategies for learning new language: • using grapho-phonic, semantic and syntactic cues • using inference • making analogies • using cultural knowledge • making informed guesses • using prior knowledge • making implicit language knowledge explicit through discussion.

  7. KAL and LLS activities for KS2 pupils: • Human Sentences • Pass the Sentence Parcel • Drag and Drop Sentences

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