Developing Language and Literacy in English across the Secondary School Curriculum

271 Pages·2019·2.57 MB·English

by  Urszula Clark

URSZULA CLARK
Developing
Language
and Literacy
in English
across the
Secondary
School
Curriculum
An inclusive approach
Developing Language and Literacy
in English across the Secondary
School Curriculum
Urszula Clark
Developing
Language and
Literacy in English
across the Secondary
School Curriculum
An Inclusive Approach
Urszula Clark
Department of English
Aston University
Birmingham, UK
ISBN 978-3-319-93238-5 ISBN 978-3-319-93239-2 (eBook)
https://doi.org/10.1007/978-3-319-93239-2
Library of Congress Control Number: 2018945058
© The Editor(s) (if applicable) and The Author(s) 2019
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Acknowledgements
The research discussed in this volume was made possible through the
commitment of the teachers who participated in it at the three schools
involved. This book is dedicated to them and to all of the other inspiring
teachers I have known.
v
Contents
1 Introduction: Language and Literacy Across the
Secondary School Curriculum 1
2 Language, Literacy and Pedagogy 37
3 Devising and Implementing Whole School Literacy
across the Curriculum (LAC) strategies in the 11 to 19
Secondary School Curriculum 89
4 Developing Literacy Across the Curriculum for Subject
English 127
5 Developing Literacy Across the Curriculum for the
Humanities: RE, History and Geography 159
6 Developing Literacy Across the Curriculum for Science
and Maths 195
7 Conclusion 219
vii
viii Contents
Glossary 237
References 245
Index 263
List of Figures
Fig. 2.1 The mode/register continuum 55
Fig. 2.2 Levels of language 57
Fig. 2.3 Dimensions of register 58
Fig. 2.4 Bernstein’s theory of pedagogic discourse (Adapted from
Bernstein 1991) 70
Fig. 2.5 The learning and teaching cycle 79
ix
List of Tables
Table 2.1 Functions of language in schooling 59
Table 2.2 Grammar overview 60
Table 2.3 Functions within a clause 62
Table 2.4 Constituent elements of the NC multi-clause sentence
example 64
Table 3.1 Overview of schools, subjects and year groups 94
Table 3.2 Three-part answer structure for science 111
Table 3.3 Assessment grid 116
Table 3.4 Assessment Grid: revised 123
Table 4.1 PETER support scaffold 136
Table 4.2 Writing like Bryson: expanding phrases 141
Table 4.3 Writers’ checklist 147
Table 4.4 Feedback sheet 148
Table 4.5 Developing vocabulary through nominalisation 149
Table 5.1 Planning writing in GCSE RE 164
Table 5.2 Structuring writing in RE 165
Table 5.3 IDEA in history 171
Table 5.4 Interpreting sources in GCE history 176
Table 5.5 Nominalisation in geography 190
xi
xii List of Tables
Table 6.1 Structuring GCSE biology examination question answers 206
Table 6.2 Reflecting upon answer structure 207
Table 6.3 Three part answer structure 208