|...build on prior knowledge.||Total acceptance of the language that children bring with them|
|...extend social language into curriculum language.||
|...ensure everyone works with everyone else.||Using language to make sense of the world
Putting this at its simplest, what children use language for in
school must be 'operations' and not 'dummy runs'. They
must continue to use it to make sense of the world: they
must practise language in the sense in which a doctor
'practises' medicine and a lawyer 'practises' law, and not in
the sense in which a juggler 'practises' a new trick before he
performs it. This way of working does not make difficult
things easy: what it does is make them worth the struggle.
Language and Learning, p. 130
|...move from concrete to abstract thinking.||
In order to accept what is offered when we are told
something, we have to have somewhere to put it; and
having somewhere to put it means that the framework of
past knowledge and experience into which it must fit is
adequate as a means of interpreting and apprehending it.
Something approximating to 'finding out for ourselves'
needs therefore to take place if we are to be successfully
told. The development of this individual context for a new
piece of information, the forging of the links that give it
meaning, is a task that we customarily tackle by talking to
A Language for Life: The Bullock Report (1975), 4.9
|..provide motivating ways to go over the same topic more than once||"Small circles in which vital and transforming events take place"
Walking down Euston Road ten days ago, I was thinking
about this occasion and wondering whether ''the age of the
classroom teacher'' was altogether too optimistic an idea to
be realistic. Then I saw, outside the Friends' House (the
Quaker headquarters), a poster which seemed to me as I
read it to be putting my thoughts into words. It contained a
quotation from Rufus Jones, an American Quaker in the
early years of this century: ''I pin my hopes to quiet
processes and small circles in which vital and transforming
events take place.''
Moving into the 'eighties, into rough waters with plenty of
problems, educational, social and political, I am not
pessimistic. I pin my hopes to quiet processes and small circles.