Language is at the heart of the learning process. We learn through language. Our knowledge about the world is constructed in language-the worlds of home and the community, the worlds of school subjects, the worlds of literature, the worlds of the workplace, and so on. It is through language that we interact with others and build our identities. Teachers' explanations, classroom discussions, assessment of student achievement, and students' understanding, composition, and evaluation of texts are all mediated through language. In this book, the authors explore how an explicit understanding of how language works enables students to make informed choices in their use and understanding of texts. Teaching Language in Context 2e is an introduction to the language that students encounter in the various curriculum areas as they move through the years of schooling and it will enable teachers to: - plan units of work that are sensitive to the language demands placed on students - design activities with a language focus - select texts for reading at an appropriate level - analyse texts to identify relevant language and visual features - create teaching materials that integrate an awareness of language - help students to access meanings created through a variety of media (written, spoken, visual, multimodal) - provide explicit support in developing students' writing and composing - assess students' written work - extend students' ability to articulate what they are learning. In this second edition, there is an increased emphasis on the multimodal nature of texts, particularly the relationship between image and language, and the place of visuals in supporting students to master the literacy demands of the curriculum. The book also recognises the increasingly elaborate texts found in the more complex literacy tasks of upper primary and lower secondary classrooms.

Table of Contents:
PART 1 LANGUAGE AND LEARNINGChapter 1: An Appropriate Model of LanguageIntroductionLanguage in contextRegisterGenreRegister and genre in practiceChapter 2: The Functions of LanguageIntroductionUsing language to express and develop ideasUsing language to interact with othersUsing language to shape textsA functional modelLanguage development in early childhoodLanguage development in later childhoodLanguage development in adolescenceThe register continuumChapter 3: Introduction to a Teaching Learning Cycle IntroductionThe teaching learning cycle The teaching learning cycle in further detailThe teaching learning cycle in a Year 4 classroomPART 2 LEARNING ABOUT LANGUAGEChapter 4: Language for Appreciating and Creating Story Worlds IntroductionHow narratives unfoldNarratives for young childrenNarratives for older childrenImages in narrativeNarratives for young adolescentsDeveloping control over narrativesWhat are the major language resources for narratives?Focus on fieldWhat's happening?Who or what is involved?When? Where? How? Why?Field and narratives: strategies for teaching and assessingChapter 5: Language for Recounting What Happened IntroductionRecounts of personal experienceFactual recountsAutobiographiesBiographiesHistorical recountsHistorical accountsLiterary recountsDeveloping control over recountsWhat are the major language resources for recounting?Focus on mode: from spoken to writtenCohesionFocus on mode: strategies for teaching and assessingChapter 6: Language for Observing and Describing the WorldIntroductionTexts that observe and describeDeveloping control over reportsWhat are the major language resources for observing and describing?Focus on field: linking informationFocus on multimodal meanings: image and languageVisual representationMultimodal meanings: strategies for teaching and assessingChapter 7: Language for Explaining How and Why IntroductionSequential explanationsCausal explanationsCyclical explanationsSystem explanationsFactorial explanationsConsequential explanationsCombination: causes and effectsDeveloping control of explanationsWhat are the major language resources for explaining?Focus on field: combining ideasFocus on field: strategies for teaching and assessingChapter 8: Language for Persuading Others IntroductionGenres for arguingDeveloping control over argumentsWhat are the major language resources for arguing?Focus on the interpersonal: strategies for teaching and assessingCreating coherent and logical texts: developing control of mode-related meaningsFocus on text organisation: strategies for teaching and assessingChapter 9: Language for Responding IntroductionGenres for respondingDeveloping control of response genresWhat are the major language resources for responding?Focus on appraisal: strategies for teaching and assessingOrganising information: text, paragraph, and sentenceFocus on text and paragraph openers: strategies for teaching and assessingChapter 10: Language for Inquiring IntroductionFair testLab reportInvestigation reportDesign portfolioProblem-solving reportDeveloping control of inquiry genresWhat are the major language resources for inquiring?Focus on density and abstractionFocus on density and abstraction: strategies for teaching and assessmentAppendix 1: A Functional Model of Language Appendix 2: Genre and RegisterAppendix 3: Glossary Appendix 4: Further Reading Index