Language Function An Introduction to Pragmatic Assessment and Intervention for Higher Order Thinking and Better Literacy
Buku ini diterbitkan tahun 2011 oleh Jessica Kingsley Publishers. UK. Buku ini buku edisi Pertama.
Judul: Language Function An Introduction to Pragmatic Assessment
and Intervention for Higher Order Thinking and Better Literacy
Oleh: Ellyn Lucas Arwood
Penerbit: Jessica Kingsley Publishers. UK
Tahun: 2011
Jumlah Halaman: 417 hal.
Penulis:
Ellyn Lucas Arwood
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Lingkup Pembahasan:
Buku ini terbangun atas 4 bagian Utama. Bagian I buku ini akan membentuk dasar untuk perbedaan antara pendekatan bahasa structural untuk melek huruf dan pendekatan fungsi bahasa untuk berpikir sebagai basis kekuatan-Pendekatan untuk keaksaraan.
Bagian II akan memberikan pembaca pemahaman tentang bahasa Inggris, bahasa pendengaran yang memiliki akar budayanya dengan cara pendidik menganggap bahwa belajar menjadi melek harus dilakukan. Asumsi pendengaran budaya ini tentang literasi berasal dari sifat-sifat pendengaran
Bahasa Inggris, tapi instruksi pendengaran tidak cocok dengan cara visual yang kebanyakan orang berpikir. Sejak mayoritas pemikir menggunakan cara visual berpikir, maka program keaksaraan (berbicara, membaca, menulis, dan sebagainya) akan ingin menggunakan bentuk visual dari pemikiran. Bagian III memberikan pembaca dengan cara untuk menilai bagaimana seseorang belajar dari analisis fungsi bahasa dan Bagian IV memberikan pembaca dengan cara yang cara-cara visual untuk Pendekatan literasi terlihat di dalam kelas.
Buku ini merupakan model berbasis kekuatan dan sangat dibutuhkan. Selain bekerja pada struktur atau perilaku yang ditemukan defisit melalui pengujian, buku ini menjelaskan bagaimana untuk memeriksa sistem pembelajaran seseorang melalui penilaian fungsi bahasa, dan kemudian menggunakan VULMs yang sesuai sistem pembelajaran si pemikir sehingga untuk lebih mengembangkan pembangunan sosial-kognitif.
Daftar Isi :
Acknowledgements 9
Preface 10
Book overview 11
Summary of the book 13
Part I Language and Thinking: How Do Language and Thinking Differ? 15
Chapter 1 Defining Language 17
The study of language structures 18
Development of language structures 28
Teaching of language structures 30
The study of language functions 32
Summary 34
Applications 34
Chapter 2 Language Acquisition: Learning to Think 35
History 36
The human learning system 36
Summary 54
Applications 56
Chapter 3 The Study of Language Functions: Thinking 57
Language functions 58
Expanded language functions 65
Summary 73
Applications 74
Part II English Language Functions 75
Chapter 4 The Cultural-Linguistic Properties of English 77
English: a time-based language 78
English: an alphabetic, sound-based language 82
English: a low-context language 84
English: a global language 86
Thinking: a relational process of visual language 88
Thinking: a high-context process of visual language 89
Thinking: a spatial process of visual language 89
Cultural properties of English 90
Visual thinking but English is auditory 94
Summary 96
Applications 96
Chapter 5 Living with a Visual Brain in an Auditory World: A Paradigm Shift 97
Cultural and linguistic paradigm bias in research 98
Philosophy behind a paradigm shift in research assumptions 103
Educational curriculum changes to match paradigm shift 105
A cultural-linguistic shift in curriculum to match most thinkers’ learning systems 107
The relationship between thinking and language 113
Learning to think with visual concepts in an auditory culture 116
Living with a visual brain in an auditory world 118
Summary 121
Applications 122
Chapter 6 Language, Literacy, and Thinking 123
Language concepts of literacy 124
Language thinking for literacy 132
Summary 141
Applications 142
Part III Language: How Do We Assess and Intervene? 143
Chapter 7 Assessment of Pre-Language Thinkers: Pre-Production Function 147
Pre-production or silent period 148
Restricted pre-language function with limited language structures 160
Pre-language function with lots of language structures 163
Summary 163
Applications 164
Chapter 8 Intervention for Pre-Production, Pre-Language Thinkers 165
Foundation to intervention for pre-production, pre-language thinkers 166
Assigning meaning to atypical pre-language, pre-production learners 167
Assessment-based intervention 172
Assigning meaning to neuro-typical English language learners 179
Summary 182
Applications 182
Chapter 9 Intervention for Verbal, Production-Level, Pre-Language Thinkers 183
Case 9.1: Charley 184
Case 9.2: Laquatia 204
Summary 209
Applications 210
Chapter 10 Language Thinkers 211
Neuro-typical language function 212
Neuro-atypical language function 214
Summary 238
Applications 238
Chapter 11 Linguistic Thinkers 239
Neuro-typical linguistic function 240
Neuro-atypical linguistic function 246
Summary 258
Applications 258
Chapter 12 Language Function Affects Behavior 259
Neuro-typical behavior 260
Summary 275
Applications 276
Part IV Educational Applications of Language Function: How Do We Apply This Knowledge about Language to the Classroom? 277
Chapter 13 The Language-Based Primary Classroom 279
Literacy 280
Primary literacy practices 283
Language strategies for the primary grades 287
Summary 298
Applications 299
Chapter 14 The Language-Based Intermediate Classroom 300
Intermediate literacy practices 301
Summary 326
Applications 327
Chapter 15 Concrete to Formal Thinkers: The Language of Higher Order Thinking 328
Beginning to learn formal concepts 329
Linguistic thinking 332
Time-based concepts 343
Summary 351
Applications 352
Chapter 16 Evidenced-Based Research for Viconic Language Methods™ 353
Triangulation of data: brain, mind, and language 354
Research-based studies on language function 355
Evidence of the efficacy of VLMs 369
Two-tier research model versus four-tier research model 372
Summary 373
Applications 374
Appendix A: Arwood Neuro-Semantic Pre-Language Assessment Protocol (ANSPA) 375
Section I: Pre-language assessment 375
Section II: What do you have to do to see a change in the child’s behavior? 376
Appendix B: Arwood Neuro-Semantic Language Learning Pre-Language Assessment
Protocol 377
Section I: Pre-language assessment 377
Section II: What do you have to do to see a change in the child’s behavior? 378
Section III: Language sampling 378
Section IV: Interpretation—answer the following questions and provide examples 379
Glossary 380
References 396
Subject Index 404
Author Index 412
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