This book offers practical advice and guidance on how children can be helped to use language to transform knowledge and experience into understanding across the curriculum, and thus become active learners. In addition to the core subjects, opportunities in music, P.E., I.T. and design technology are examined in the context of the interrelationship between children, language and learning, i.e.:
* children learning to use language
* children using language to learn
* children learning about language
Chapters describe classroom practice as well as offering reflective sections on the interrelationships and processes of language and cognitive development. An integral part of this is the acknowledgement of differing learning styles, special educational needs, and issues of linguistic diversity and cultural difference.

chapter |8 pages


ByEve Bearne

part 1|44 pages

Language and Learning

chapter 1|16 pages

‘Why do we Have to Write it Down?'

Young children learning to write and writing to learn
BySally Wilkinson

chapter 2|9 pages

‘I Want to Find Out'

What is involved in reading for learning?
ByHelen Arnold

chapter |12 pages

Significant Speech

ByChris Doddington

part 2|54 pages

Getting Ideas Going

chapter 4|16 pages

‘British Maths Fails to Add Up'

ByDavid Somerville

chapter 5|17 pages

Who's Asking the Questions?

Year 4 pupils extend their question and answer skills while studying the Tudors
ByNoelle Hunt, Caroline Luck

chapter 6|15 pages

Rights and Responsibilities

Persuasive language and points of view
ByClaire Saunders

part 3|42 pages

Looking Closely at Language

chapter 7|14 pages

Talking Mathematics

ByAlison Wood, Penny Coltman

chapter 8|12 pages

Language for Science

ByRachel Sparks Linfield, Paul Warwick

chapter 9|10 pages

Languagel and Music

ByJane Edden

part 4|52 pages

Narrative Across the Curriculum

chapter 11|13 pages

#x2018;My Priority is Language'

A Design Technology Project
ByBob, Jane Seberry

chapter 12|16 pages

‘Don't Look out of the Window, You'll Only Have to Write About it!'

Developing texts from first-hand experiences
ByIan Eyres

part 5|40 pages

The Language of Reflection and Evaluation

chapter 13|10 pages

Great Debate

ByTatiana Wilson

chapter 14|11 pages


Children using information technology to interpret texts
BySally Elding, Jennifer Reynolds

chapter 15|13 pages

‘I Like Climing, Hoping and Biking'

The language of physical education
ByPatricia Maude

part 6|42 pages

A Common Approach to Language Development