Summary Of Speech And Writing In Investigating English Discourse Book By Ronald Charter
STANDARD ENGLISHES:
SPEECH AND WRITING
This part or chapter focuses on the aspects of what we need to know in order to help pupils or students learn more about language and literacy skills. It is hoped that the focus on spoken and written language can, however, be read as symptomatic and as illustrative of the complex relationship between knowledge about language, on the part of teachers and students, and literacy skills. The function of spoken language grammars are interpersonal and high reciprocal. In our teaching, we need to continue to explore the central functions of spoken and written language in society, to look more closely at language itself and in particular at the tendencies to privilege written language and grammars of writing in models of literacy. However, this part also talks some issues about two main themes. First, it explores some differences or distinctions between spoken and written English, with particular reference to grammar. It will be clashed that teachers require to know more about this area of alternation or variation than they do about most aspects of language. It is an inquiry area but some recent investigation findings by linguists will be recounted, for such a focus has important implications for literacy development. Teaching implications for developing the kind of knowledge about language which can serve into enhanced spoken and written language development will be reviewed. The second theme investigated is subsidiary but no less important, the need for teachers to understand better some of the discourses surrounding the English language and English language teaching. The necessity, for example, to know about, understand variable social discourses which underlie keywords such as proper, correct, standard, national, grammar, drill and, most prominently, the keyword English itself. These two themes conveniently come along in several recent debates concerning the place of English in the National Curriculum. The definitions of spoken
SPEECH AND WRITING
This part or chapter focuses on the aspects of what we need to know in order to help pupils or students learn more about language and literacy skills. It is hoped that the focus on spoken and written language can, however, be read as symptomatic and as illustrative of the complex relationship between knowledge about language, on the part of teachers and students, and literacy skills. The function of spoken language grammars are interpersonal and high reciprocal. In our teaching, we need to continue to explore the central functions of spoken and written language in society, to look more closely at language itself and in particular at the tendencies to privilege written language and grammars of writing in models of literacy. However, this part also talks some issues about two main themes. First, it explores some differences or distinctions between spoken and written English, with particular reference to grammar. It will be clashed that teachers require to know more about this area of alternation or variation than they do about most aspects of language. It is an inquiry area but some recent investigation findings by linguists will be recounted, for such a focus has important implications for literacy development. Teaching implications for developing the kind of knowledge about language which can serve into enhanced spoken and written language development will be reviewed. The second theme investigated is subsidiary but no less important, the need for teachers to understand better some of the discourses surrounding the English language and English language teaching. The necessity, for example, to know about, understand variable social discourses which underlie keywords such as proper, correct, standard, national, grammar, drill and, most prominently, the keyword English itself. These two themes conveniently come along in several recent debates concerning the place of English in the National Curriculum. The definitions of spoken