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EDUC260
Definitions of Key Words
| Term | Definition |
|---|---|
| Linguistics | A field concerned with the study of the system and structure of language |
| Sociolinguistics | the study if language in social contexts |
| Psycholinguistics | the study of the relationship between language and human thought, perception and behaviour. |
| Neurolinguistics | the study of the neurological processes underlying the development and use of language. This has been made possible by new technological developments in medicine |
| Deep structure | the basic form of a sentence as it is actually spoken or written (the surface) |
| Surface structure | the spoken and the written form of sentences actually used from the underlying basic sentence structure (the deep structure) |
| Sociocultural | phenomenon that include both social and cultural factors |
| Social practices | cultural patterns and forms inscribed into everyday lives; for example, eating, breakfast. |
| Ideologies | system or sets of ideas and beliefs that guide ways of thinking and acting, generally associated with particular social, economic and political groups |
| Transformation | a rule of changing one grammatical structure into another by adding, deleting or rearranging constituents |
| Text | the product of any language event-written, oral, electronic or visual |
| Critical linguistics | the study of how languages use manifests social structures and ideologies |
| Critical literacy | An approach and perspective in reading and analysing texts fir underlying socially constructed concepts as power, inequality and justice in human relationships |
| Multiliteracies | an understanding that acknowledges the changes in communication due to new technologies, shifts in language usage within different cultures and the effects of globalisation |
| Literacy | a collection of competencies needed to read, view, produce and interpret language and symbols in multiple contexts and formats for understanding and communication for various situations |
| Critical pedagogy | a philosophy of education that addresses inequality through the study of teaching and learning an d where students are encouraged to question dominant or common notions of meaning and form their own understanding |
| Language | a system of communication used by a particular country or community |
| Learning | The acquisition of knowledge or skills through study, experience, or being taught. |
| Etymology | the study of the history of words, their origins, and how their form and meaning have changed over time |
| Meta-linguistics | the knowledge to perceive language as a system |
| Meta-language | a language for describing language; a second-order language |
| Semiotics | the study of signs to convey meaning |
| Cultural variables | A set of defined traits used to describe the actions, variables play a critical role in communication process in the classroom that could impact on learning |
| Syntax | the arrangements and interrelationships of words, phrases, clauses and sentences |
| Intonation | the combination of pitch, stress and juncture with which an utterance is spoken |
| Constituents | One of the parts of a construction – often used to refer to parts of a sentence |
| Predicate | the part of a sentence that includes the verb and what follows, which says something about the subject |
| Determiner | a word such as ‘the’, ‘a’, ‘my’, ‘his’, ‘this’, or ‘that’, usually followed (though not always immediately)by a noun |
| Compound sentences | a sentence containing two or more independent clauses and no depended clauses |
| Semantics | the study of meaning in language |
| Morpheme | the smallest unit of meaning or grammatical structure; for example, the word ‘cats’ contains two such units: ‘cat’ and the plural ‘s’ |
| Free morpheme | a morpheme that can stand alone, such as ‘fair’. |
| Bound morpheme | a morpheme that does not/cannot stand alone; it must occur with at least one other morpheme, such as ‘un’ in ‘unfair’ |
| Allomorph | a positional variant of a morpheme the endings of ‘cats’ , ‘dogs’ and ‘churches’ all have the meaning ‘plural’, but differ in phonemic representation, and are therefore allomorphs of the ‘plural’ morpheme |
| Prefix | a morpheme placed at the beginning of a word to modify or change its meaning |
| Affix | a morpheme added to a word, changing its function or meaning; prefixes and suffixes are examples of affixes |
| Base | a morpheme to which affixes (other morphemes) can be added, as in ‘wise; in ‘unwisely’. Also called root or stem |
| Suffix | a morpheme added to the end of the word, changing its function or meaning |
| Portmanteaus | two words blended together to make a new word; for example, ‘brunch’ from ‘breakfast’ and ‘lunch’ |
| Acronym | a word made from combining the initials of a number of words; for example, RADAR (RAdio Detection And Ranging). |
| Neologism | a coined word for a new development or concept |
| Eponym | a word derived from a person’s name |
| Content words | words such as ‘man’, ‘go’, ‘slow’, and ‘red’, which are often inflected and have considerable semantic content |
| Function of words | also called ‘structure words’; words such as ‘the’, ‘not’, ‘in’, ‘to’, ‘quite’ and ‘very’, which do not take inflections and often have little lexical meaning, but which perform important syntactic functions. |
| Concrete | refers to the semantic features of nouns that denote having discernable features; for example, ‘man’, ‘’rock’ and ‘plant |
| Abstract | refers to the semantic features of nouns that denote quality or state, ideal or theoretical concepts; for example, happiness, sadness or democracy |
| Animate | refers to the semantic feature of nouns having life and movement (though plants are excluded); for example, ‘boy’, ‘dog’ and ‘caterpillar’ |
| Descriptive grammar | the systematic listing of the elements of a particular language at a particular time, based on the observed characteristics of the language, with no attempt made to evaluate correctness |
| Orthography | language study concerned with letters and their sequences in words |
| Logographic | refers to a written symbol that represents the entire spoken word, such as 5 for ‘five’ |
| Dialect | a variety of language spoken in a particular area (regional dialect) or by a particular social group (social dialect or sociolect) |
| Descriptive linguistics | also called ‘synchronic linguistics’; the study of a language at a particular time |
| Pragmatics | a study of how contextual variables are relevant to meanings of utterances |
| Register | refers to a variety of language used by an individual in particular contexts |
| Hypertextuality | the quality of a text that is electronically linked to other texts |
| Grammar | a system or description of rules inherent in a language by which sounds (phonemes) and forms (morphemes) are arranged to produce sentences; also the study of these rules |
| Prescriptive grammar | a grammar that sets forth the rules of ‘correct’ usage, often without logical basis, such as the ‘shall/will’ rule. |
| Critical language awareness | a concept that goes beyond language awareness and emphasises how language conventions and language practices reflect power relations |
| Ellipsis | a deleted part of a construction that can be recovered from knowledge of the part that remains (…) |
| Inflection | the addition of affixes to the base word to indicate grammatical changes; for example, plural verb tenses |
| Rheme | what is said about the main idea |
| Embedded clause | a clause that us included in another sentence; for example, ‘(when) I arrived’ is included in ‘he left when I arrived’ |
| Discourse | language and other artefacts such as clothes and behaviour used in specific ways by certain groups for specific purposes and contexts (for example, bikers in a group; a church service) |
| discourse | a group of sentences related in some sequential manner. More generally, language in a social context |
| culture | the ideas, customs, skills, arts and tools that characterise a given group of people in a given period of time |
| universal structural features | linguistic features common to all languages, such as the fact that all languages have sentences as their fundamental units. |
| Connotation | the suggested or inferred association, that along with the literal meaning, goes with a word; for example, ‘fire’ suggests warmth, pain, cooking and terror |
| Funds of knowledge | the cultural resources that families and homes bring to other settings; for example, home experiences with stories brought to the classroom. |
| Sociolect | a social dialect that is determined by socioeconomic factors; for example, working-class English. |
| Idiolect | the unique speech pattern of an individual |
| Social dialect | the dialect spoken by a particular social group; a sociolect |
| Machinima | a programming movement with a gaming and media streaming website aimed at young males |
| Discourse analysis | the study or analysis of the structure of discourses |
| Text linguistics | an aspect of discourse analysis that considers the structure as well as the context of the language event |
| Genre | a term used by linguists to refer to a particular form of language used for particular purposes and contexts |
| Multigenre | a text that combines elements from a variety of genres |
| Performance | how we move our bodies or speak or use gestures |
| Multimodal | a text that combines two or more semiotic systems; for example, visual, linguistic and gestural |
| Top-level structure | the overarching structure of a text such as comparisons and contrasts, lists and descriptions, and problems and solution |
| Antecedent | the work or group of words to which pronoun refers. In ‘he gave it to the people who came’, ‘the people’ is the antecedent of ‘who’. |
| Collocation | the common juxtaposition of a word with another word or words; for example ‘kitchen, bedroom, sitting room’ or word sets such as ‘koala, fur, nose’. |
| Hyponymy | the relationship between words where one us the sub-set of another; for example, ‘snake; of ‘reptile’. |
| Anaphora | refers to something that has already been mentioned through a process of substitution. For example, ‘did too’ in ‘I said it and he did too’ avoids the repetition of ‘said it’. |
| Code | a term that is used in a variety of ways, including language codes (speech, writing and body language) and elaborated and restricted codes (types of speech possessed by an individual). |
| Lexical density | refers to the ratio of content words in a text the more lexically dense it is, and may be more complex |
| Nominalisation | the process of converting verbs or verbal groups into nouns |
| Alphabetic principle | the concept that letters or combinations of letters represent individual sounds (phonemes) |
| Phonetics | the systematic study of the sounds of language and their production |
| Phonology | a term covering both phonemics and phonetics; that is , the study of the sounds of language and their use and production |
| Phoneme | a class of phones that is a minimal significant contrastive unit in the phonological system of a language; a speech sound as it is interpreted but the hearer; for example, /b/, /g/ |
| International Phonetic Alphabet (IPA) | a uniform standardised notational system based primarily on the Latin alphabet, to represent all the speech sounds of all the world’s language. |
| Phonological awareness | the understanding that speech can be broken down into smaller parts such as words, syllables and phonemes |
| Phonemic awareness | similar in meaning to phonological awareness, it is the awareness that spoke words are composed of individual sounds |
| Syllable | a unit in the phonological system of a language with a vowel as its nucleus; for example, pen/cil |
| Onset | the part of a syllable preceding the syllable nucleus; normally the consonant preceding the vowel of a syllable, as str in strip. |
| Rime | the vowel and any following consonants of a syllable; for example, ook in ‘book’. |
| Vowel | a speech sound produced by tongue and lips, with practically no obstruction to the airstream. |
| Consonant | a speech sound produced by partial obstruction or complete obstruction or complete stoppage of the airstream somewhere in the speech organs; for example, [b], [g], [s]. Also refers to the letter that symbioses the sound. |
| Voiced sounds | sounds that begin with a vibration in the vocal folds |
| Neutral vowel | the schwa – the alx mid-central vowel symbolised by /ə/; for example, the first syllable in ‘alone’; an unstressed vowel. |
| Suprasegmental phoneme | a specific sound feature that is superimposed on an utterance, such as stress, tone and word juncture |
| Stress | the intensity with which a sounds is produced relative to that of other sounds. Varying the stress in some instances alters the word altogether; for example, ‘present’ and ‘present’. |
| Pitch | the rise and fall of the voice when speaking |
| Tone | the change in pitch (high, mid or low) at the word level that influences the denotative meaning of the word |
| Juncture | the breaks or transitions between syllables, words, phrases and sentences |
| Kinesics | the study of body movements as a means or part pf communication |
| Paralinguistics | aspects of spoken communication that do not involve words but add meaning to the communication |
| Phonics | sound-letter knowledge or, more technically, knowledge of phoneme-grapheme relationships (a teaching term) |
| Phoneme-grapheme correspondence | the relationship between a sound unit (phoneme) and a contrastive alphabetic unit (grapheme or letter); for example, /[ae]/ and [a] |
| Competence | language competence is the ability to understand and produce grammatical sentences in ones native language even if one has never heard the sentences before. Communicative competence is the ability to communicate effectively in a range of situations |
| Generative-transformational grammar | a grammar that attempts to explain how an infinite number of simple and complex sentences can be generated and transformed from a limited number of basic structures |
| Tree diagram | a schematic representation of a sentence according to generative-transformational rules |
| Babbling stage | the early months of a child’s linguistic development, during which the sounds the infants make have no particular meanings but signify contentment; the infant begins to make imitative sounds as well |
| Holophrasis | a single word used to express the meaning of a phrase or sentence |
| Pivot grammar | a type of grammar used to describe young children’s two-word utterances where there appeared to be a number of key words (pivot words) to which a number of words were attached to form the utterances |
| Complex sentences | a sentence containing one or more dependent clauses or embedded verbals |
| Gerund | a participle (for example, ‘playing’) used as a noun in a sentence |
| Sociocultural view of literacy | an understanding that the ways a person reads and writes change, depending on the social and cultural context within which the reading and writing is occurring |
| Digital text | a text that is designed to be viewed on a screen. Using this term helps distinguish between texts that are created on a computer but designed to be read in print and those texts that lose much of their meaning when taken out of the digital screen context |
| Literacy practices | social and cultural ways of using literacy. They are always active and interactive and occur within particular social and cultural contexts |
| Temporal and spatial factors | refer to the impact of time and space on literacy practices |
| Produsage | – a term used by to describe the way that engagement with many texts in today’s world involves the blurring of boundaries between being a producer and being a consumer of text |
| Affordances | he characteristics or qualities of a text that enable people to do things. These vary between texts. A simple example is the hot links on a webpage. These actions cannot be completed with a print text. |
| Literature circle | a strategy used in classrooms so that students can discuss novels with a small group of their classmates. Students are usually provided with copies of a particular novel to read outside class time, and a set of questions to stimulate discussion. |
| Bloom’s Taxonomy | the relationship between levels of knowledge, and cognitive processes (remember, understand, apply, analyse, evaluate and create) is expressed in a taxonomy table, which can be used for classifying course objectives, activities and assessment. |
| Productive pedagogies | a framework structured around four dimensions of pedagogical practice that research suggests engage students most effectively in real learning: intellectual quality, supportive classroom environment, recognition of difference and connectedness |
| Multimodal | the integrate use of semiotic modes (linguistic, visual, auditory, gestural, spatial) |
| multilayered | a term describing the multiple interconnection between different parts of a digital text (e.g., a website may have a number of pages, but the way you read these pages is not the same as reading the pages of a book). |
| Multidirectional | a term describing the interactive and intertextual nature of many digital texts and the multiple reading paths that such texts provide (e.g., consider the different parts of a YouTube ‘page’ and how a reader/viewer might access these). |
| Diagetic actions | actions that a player does within the context of a game (e.g., moving his/her avatar through a landscape), while non-diagetic actions are those the player does in order to play the game (e.g. using a pull down menu to change preferences). |
| Etymological patterns | the source of structure of words. These may be patterns related to word building (e.g., build, built, builder, building), or they may be patterns related to the source of words (e.g., the word ending logy refers to the science or study of something). |
| Tag cloud | a visual depiction of the word content of a website. Tags are usually single words and are normally listed alphabetically. The importance of each tag is shown with font size and/or colour |
| High modality | modal auxiliaries (must, have to, will, could), can be described as having high or low modality. They provide information about the degree of obligation or certainty in the action described |
| Critical literacy | An understandings that all texts are not neutral; that all texts represent a view of the world; which can be biased against particular groups of people; changing the world to make it more equitable for all people requires changing texts |
| Mechinima | using computer or video games to make videos (machine cinema). This type of film making is within a real-time, 3D virtual environment, where characters and events can be controlled by humans, scripts or artificial intelligence |
| Modes of meaning | meaning is made through various modes, which include the linguistic visual, audio, spatial, gestural and tactile elements of text |
| Multimodal | texts that combine various modes of meaning including oral language, written language, visual, audio, spatial, gestural, and tactile meanings |
| Multimodal literacies | involve reading, listening and talking, writing, presenting, viewing, recording, locating, analysing, interacting with, responding to, designing, acting and creating a wide range of print, digital and other texts |
| Lenses on diversity | two ways of considering the differences students bring to schooling: gross demographics and underlying lifeworld attributes |
| Metalanguage | the language used t describe the structures and features of language, of specific learning areas. it is a language about language |
| Metalanguage for multimodal texts | the language for describing the linguistic, visual. Audio, spatial, gestural and tactile meanings in texts |
| Mutliliteracies pedagogical approaches | a type of pedagogy that acknowledges the need for a broad view of literacy. The approach comprises four teacher practices: situated practice, overt instruction, critical framing and transformed practice |
| Learning by design pedagogical approach | this approach build on the pedagogy of multiliteracies, considering the four practices (situated practice, overt instruction, critical framing and transformed practice) from the student point of view: experiencing, conceptualising, analysing and applying |
| Dimensions of multimodal meaning | five ways of thinking and talking about multimodal texts: representation, social organisation, contextual and ideological dimensions |
| Gross demographics | the students’ gender, ages, ethnicities, (dis)abilities, locale and socio-economic status. |
| Index of Community Socio-Educational Advantage (ICSEA) | a measure developed for the My School website to allow comparisons across schools. It draws on data about the occupation, educational level of parents/carers, location, SES, language backgrounds and the proportion of Indigenous students at each school. |
| Lifeworld attributes | students’ experiences, interests, values, dispositions, communication and interpersonal styles, and thinking styles |
| Agency | One’s capacity to act in and on the world, to demonstrate power, to be in action. Agency describes the capacity of individuals to act independently and to make their own choices. |
| Digital literacy | literacy practices using the new technologies such as the internet for writing messages or creating avatars |
| Ideologies | sets of ideas or beliefs that guide our thinking. Philosophy behind things |
| Icon | a sign that resembles an symbol |
| BOW-WOW theory | A theory claiming humans developed language by imitating the sounds of animal |
| DING-DONG theory | a theory that states that humans developed language in due to reactions and sound utterances - oral gestures |
| POOH-POOH theory | language developed through the development of natural interjections |
| Onomatopoeic theory | language evolved form sounds of imitative character |
| Grapheme | The smallest meaningful contrastive unit in a writing system |
| CLOZE | activities where students fill in the missing words of a passage. |
| Modelled teaching | direct scaffolding by a teacher where the lesson is teacher led and planned (see lecture 2.2 slide 11 for more detail) |
| Guided Teaching | planned and systematic teaching where time is made for students to enrich and clarify their understanding (see lecture 2.2 slide 12) |
| Independent teaching | A teacher provideds an environment where greater responsibility is placed on the students where there is minimal support but emphasis on quality (see lecture 2.2 slide13) |
| Explicit instruction | explaining the purpose of eh task or unit to students (lecture 2.2 slide 6) |
| Systematic teaching | making judgements about prior learning, syllabus requirements and teaching strategies (lecture 2.2 [8]) |
| Scaffold | Characteristically, ‘scaffolding’ provides high levels of initial support, and gradually reduces this as students move towards independent control of the learning task or text. |
| Morphology | the study of the forms of words, in particular inflected forms |
| Graphology | the study of written and printed symbols and of writing systems |
| Lexis | The level of language consisting of vocabulary, as opposed to grammar or syntax |
| Functional Grammar | Views language as a resource for making meaning and describes what we do and the choices we have when making meaning |
| Field | What the text is about; subject matter; this is the ideational (experiential function) |
| ideational | to reflect on our experiences, to represent the world, to make sense of it, to convey aspects of experience |
| Tenor | the relationship between speaker/writer and listener/reader; the roles and relationships; this is the interpersonal function |
| interpersonal | using language to act upon the world, to get things done, to build relationships |
| mode | how the text is constructed; medium and language mode; this i the textual function |
| textual function | using language to make connections between a text and its context; related to the language mode chosen for use and how the text is organised |
| formal/traditional Grammar | Showing how the basic elements of language (parts of speech) work - particularly at the level of sentence |
| modality | Strength of a word |
| Voice (active vs passive) | tells whether the subject does the action of whether something is done to it |
| Noun | person, place, thing or idea |
| verb | a doing, being or having word |
| adjectives | a describing word. it describes or adds meaning to a noun or a pronoun |
| adverbs | adds meaning to, or modifies, verbs, adjectives and other words |
| prepositions | is a positioning word, such as in, on, and near. it tells you the position of something |
| conjunction | a joining wor. conjunction help to hold texts together |
| pronoun | a word that us used instead of a noun (e.g. she, he, they etc) |
| articles | describes a noun and is a special kind of adjective |
| tense | refers to time (past, future and present) |
| clauses | a word or group of words that contains a finite verb and its subject |
| sentences | a group of words that contains a finite verb and has a complete meaning. It tells us what is happening and who or what is taking part |
| punctuation | marks, such as full stop, comma, and brackets, used in writing to separate sentences and their elements and to clarify meaning |
| Contexts | the circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood |
| Purpose | the reason for which something is done or created or for which something exists |
| reorientation/coda | characters lives are described after the complication is resolved or the events are drawn together |
| Precision | proper choice and deliberate use of language |
| Coherence | logical sequencing of ideas and flow of paragraphs |
| voice (narrative) | expression; tone; construction; authentic own voice sustained; engagement; enjoyments; confidence |
| control | purposeful control of own language & shaping in appropriate forms; punctuated and syntactically shaped |
| Clarity | sharpness of image/word/sentence; effective punctuation and crafting |
| meaning | to be produced and received with ease |
| Genre | the categories into which texts are grouped. the term has a complex history within literary and linguistic theory and is often used to distinguish texts on the basis of, for example, their subject matter and form and structure |
| assessment | judging a student's performance; data collection analysis, recording; role of outcomes and indicators; different stages |
| evaluation | appraisal process; effectiveness of teaching and learning; identify improvements needed |
| alliteration | the repetition of the consonant sounds in a sequence of words. It may occur anywhere in the words |
| assonance | repetition of identical or similar vowel sounds in a sequence of words; related closely to rhyme |
| consonance | repetition of a sequence of consonants e.g pitter-patter |
| onomatopoeia | matches sound to meaning; some words are onomatopoeic in themselves - they echo or imitate the sound of what they describe |
| Rhyme | is a device of sounds; repetition of sound patterns; involves the repetition of the final sound of a word, from a stressed syllable on wards; most common at end of lines although we also have internal and part rhymes |
| Rhythm | the actual pattern of stressed and unstressed words; |
| metre | musical patterns |
| poetic foot | unit of stressed/unstressed syllables in a line of poetry |
| image | can be visual (photo, painting etc) or a verbal representations of something visual (e.g. description in a novel) |
| imagery | figurative or metaphoric language invoking a comparison or likeness (metaphors, similes, personification etc) |
| Mood (visual code) | consista of gaze, demand and offer |
| Gaze | is a type of vector - a 'look'; direction established of th relationship between figure(s) in image and viewer |
| Demand | looks with direct connection to viewer; a challenge |
| offer | impersonal; object for viewer to look at; detached |
| perspective | a visual code affected my vertical and horizontal angles; low and high angles |
| modality | a visual code describing the reality; reliability, from realistic to abstract qualities of the image |
| lighting | arrangements of lights to illuminate a scene |
| key lighting | dominant light; illuminates a particular feature or the main aspect of a scene |
| high-key | creates evenly lit scene; often for realism |
| low-key | creates string contrasts; shadows/darkness |
| back lighting | behind main image; halo effect |
| side lighting | lit from side; contrasts |
| Colour | quality of light evaluated by a person's vision. Usually described in terms of its hue, saturation, and brightness |
| Hue | shade or tint |
| saturation | degree of intensity/purity |
| tone | degree of light or dark |
| Salience | a strategy of emphasis, highlighting what is important in a text. in images, salience is created through strategies like the placement of an item in the foreground, size and contrast in tone and colour |
| reading path | begins with the most salient (important) element and moves to other less salient ones |
| vector | an item that directs our eyes towards a focal point, for example when the subject on a visual text is pointing or looking in a certain direction. As the reader or viewer, our eyes will follow the direction in which they are looking |
| framing and compositional lines | distinctions made thought placements and horizontal lines; between the real and the ideal; between the left and right of the text (given and new) |
| hypertext | a network of links between words, ideas and source, one that has neither a center nor an end |
| pedagogy | pedagogy is more than classroom teaching. it is the crafting together of teachers; professional knowledge, skills, and abilities, to create effective learning opportunities and outcomes for all students in a range of contexts |
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