Towards a language based view of teaching and learning in Irish primary schools: explicating the gap between linguistic research and teaching and learning

Abstract

Underpinning all literacy skills in English is a clear, and explicit, Knowledge about Language (KAL),  including grammar and genre. This paper promotes a language - focused perspective of teaching, looking at one, distinct area of KAL within Irish schooling. This paper details an explicit English language intervention with young pupils (aged 6-7) in a disadvantaged Primary School in Ireland. Pupils were provided with a clear, systematic knowledge about language and genre. Drawing from the theoretical framework of Systemic Functional Linguistics (SFL), pupils were taught elements of functional grammar. Terms such as processes, participants, circumstances and genre (defined as, … any staged, goal orientated social process involving language) (Martin, [2000]. “Analysing genre: functional parameters.” In Genre and Institutions Social Processes in the Workplace and School, edited by F. Christie and J. R. Martin, 60-89. New York: Continuum, p. 13) were introduced to the pupils. The data presented suggests pupils are capable of learning and internalising and more explicit KAL, if taught to them in a structured and meaningful manner.

Keywords:

• Functional grammar
• genre
• systemic functional linguistics
• language
• literacy
• oral language
• knowledge about language

Acknowledgements

I would like to thank my M.Ed supervisor, Dr. Brian M. Donovan for all his help and guidance during the M.Ed and dissertation. Also, I would like to acknowledge the research assistant, class teacher and pupils who were an integral part of the intervention and the elicitations.

Notes on contributor

Shane Leonard have recently completed my M.Ed thesis within the School of Education, Trinity College Dublin. I am currently teaching in a rural Primary School in Co. Kildare, where I have been for the past ten years.

ORCID

Shane Leonard http://orcid.org/0000-0002-5411-4789