Page 301 - Karmen Pižorn, Alja Lipavic Oštir in Janja Žmavc, ur. • Obrazi več-/raznojezičnosti. Ljubljana: Pedagoški inštitut, 2022. Digitalna knjižnica, Dissertationes 44
P. 301
rethinking language teaching: the theory and practice of plurilingual education
Figure 5: “What are your first impressions of Ireland?” Answer dictated to language support
teacher on 11 October 2005 by recently arrived Polish pupil (11 years old)
oral to written language” (Stahl and Miller, 1989, p. 88). A version of the
approach was used by Sylvia Ashton-Warner to teach Maori children to
read and write English and is described in detail in her classic book Teach-
er (Ashton-Warner 1963/1986). In Scoil Bhríde, the language support teach-
er wrote down exactly what the pupil said, so that her developing proficien-
cy was captured in writing. On 11 October 2005, for example, the teacher
asked an 11-year-old pupil who had recently arrived from Poland for her
first impressions of Ireland; Figure 5 reproduces the reply that she dictat-
ed to the teacher. Ten days later, on 21 October 2005, the pupil gave the ac-
count of her early morning routine captured in Figure 6. The teacher used
301
Figure 5: “What are your first impressions of Ireland?” Answer dictated to language support
teacher on 11 October 2005 by recently arrived Polish pupil (11 years old)
oral to written language” (Stahl and Miller, 1989, p. 88). A version of the
approach was used by Sylvia Ashton-Warner to teach Maori children to
read and write English and is described in detail in her classic book Teach-
er (Ashton-Warner 1963/1986). In Scoil Bhríde, the language support teach-
er wrote down exactly what the pupil said, so that her developing proficien-
cy was captured in writing. On 11 October 2005, for example, the teacher
asked an 11-year-old pupil who had recently arrived from Poland for her
first impressions of Ireland; Figure 5 reproduces the reply that she dictat-
ed to the teacher. Ten days later, on 21 October 2005, the pupil gave the ac-
count of her early morning routine captured in Figure 6. The teacher used
301
