25.1313, Confs: English, Language Acquisition/UK

Tue Mar 18 15:33:14 UTC 2014

LINGUIST List: Vol-25-1313. Tue Mar 18 2014. ISSN: 1069 - 4875.

Subject: 25.1313, Confs: English, Language Acquisition/UK

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Date: Tue, 18 Mar 2014 11:31:27
From: Jacquie Harding [j.harding at aston.ac.uk]
Subject: Second Annual How does Language & Literacy Work? Conference

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Second Annual How does Language & Literacy Work? Conference 
Short Title: HDL&LW? 

Date: 17-May-2014 - 17-May-2014 
Location: Birmingham, United Kingdom 
Contact: Jacquie Harding 
Contact Email: j.harding at aston.ac.uk 
Meeting URL: http://www.aston.ac.uk/second-how-does-language-work-conference 

Linguistic Field(s): Language Acquisition 

Subject Language(s): English (eng)

Meeting Description: 

The variation between the language of the home and community and the language of school is at the heart of a great deal of the underachievement of identifiable groups of learners in Britain. These learners may speak English either as a first or second language. They draw on the language of home and community to make meanings within school. School subjects draw on different kinds of language. These variations in language do not match. 

This conference focuses on moving learners from everyday language to the academic language needed to succeed in school subjects at Key Stages 2 and 3. 

Provisional Draft Programme (TBC)

9.30 - 10.00
Refreshments and registration at Aston Business School Conference & Hotel 

10.00 - 10.05 
Brief welcome and introduction by Dr Urszula Clark of Aston University 

10.05 - 11.00
Caroline Coffin, Professor in English Language and Applied Linguistics at the Open University, UK.
A language as Social Semiotic (LASS) approach to teaching and learning: School history as a case study

This keynote speech emphasises the centrality of language for meaning making and thus for all school learning. Using the tools of systemic functional linguistics it shows how the different learning purposes of school subjects influence how texts are organized and how language is used. 

Drawing on research conducted in schools in Australia and the UK, it uses history as a case study to show how language gives us important insight into students' conceptual development as they progress through school. These insights can be used as a robust basis for teaching and learning using genre based approaches such as Reading to Learn (see Acevedo, this conference). 

11.00 - 11.30 Coffee and refreshments

11.30 - 1.00 Workshops

Workshop 1: Dr Garry Plappert, Aston University (Provisional)

Workshop 2: Lee Donaghy, Assistant Principal of Park View School, The Academy of Mathematics and Science, Birmingham 
How to integrate language based pedagogy into the teaching of history (TBC)

Workshop 3: TBC

1.00  - 2.00 Lunch

2.00 - 3.30 Workshops

Workshop 1: Dr Garry Plappert, Aston University (Provisional)

Workshop 2: Lee Donaghy, Assistant Principal of Park View School, The Academy of Mathematics and Science, Birmingham 

Workshop 3: TBC

3.30 - 4.00 Coffee and refreshments

4.00 - 5.00
Claire Acevedo, Freelance Education Consultant and Teacher Educator
Reading to Learn: Linguistics recontextualised as classroom pedagogy

The closing keynote will familiarise participants with the Reading to Learn literacy program (Rose and Martin, 2012) based on Systemic Functional Linguistics. It extends the genre-based approach to writing to include the teaching of reading using carefully designed strategies to support students to recognise language patterns in written texts, enabling them to read with critical understanding, and then to use these language patterns in their writing at all stages of schooling.

5.00 - 5.15 Close

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LINGUIST List: Vol-25-1313	
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