The aims of this study were threefold. The first was to identify some of the key methodologies used by teachers to support the language learning of primary-aged children. There is a plethora of literature that discusses various language-teaching methodologies. Whilst educational ‘jargon’ is avoided, there are specific references to academic research and educational terminology that inform and extend the discussion. Every effort is made to link these references to classroom practice. The second aim was to explore how ICT (information and communications technology) can be used to enhance the language skills of primary-aged children. Using ICT is one of three cross-curricular skills that teachers are required to promote as part of the Northern Ireland Curriculum (2007). The third aim was to evaluate how the use of ICT in primary classrooms enhances the curriculum provided for all the children. In terms of the third aim, the evaluation was based on oral and written feedback from teachers and children, and observations were carried out in classrooms.
BreenMPCandlinCN (2007) The essentials of a communicative curriculum in language teaching. In: HallDRHewingsA (eds) Innovation in English Language Teaching. London and New York: Routledge in association with Macquarie University and the Open University, pp. 9–26.
2.
BreenMP (2007a) Social context for language learning: a neglected situation? In: CandlinCNMercerN (eds) English Language Teaching in Its Social Context. Londonand New York: Routledge in association with Macquarie University and the Open University, pp. 122–144.
3.
BreenMP (2007b) Navigating the discourse: on what is learned in the language classroom. In: CandlinCNMercerN (eds) English Language Teaching in Its Social Context. Londonand New York: Routledge in association with Macquarie University and the Open University, pp. 306–322.
4.
BurnsACandlinCNHallDRHewingsAMercerN (2001) Teaching English to Speakers of Other Languages Worldwide(E841), p.130.
5.
BrunerJ (1971) The Relevance of Education. London: Allen and Unwin.
6.
ButtDFaheyRFeezSSpinksSYallopC (2001) Functional grammar and language education. In: Using Functional Grammar; An Explorer’s Guide. London and New York: Routledge in association with Macquarie University, pp. 253–277.
7.
GregoryE (2003) Bridges to literacy. In: NindMSheehyKSimmonsK (eds) Inclusive Education: Learners and Learning Contexts. London: David Fulton in association with The Open University, pp. 263–280.
8.
HallidayMAK (1975) Learning How to Mean: Explorations in the Development of Language. London: Edward Arnold.
9.
HallidayMAK (1980) Three aspects of children's language development: Learning language, learning through language, learning about language. In: GoodmanYMHauslerMMStricklandDS (eds) Oral and Written Language Development Research; Impact on the Schools. Proceedings from 1979 and 1980 impact conferences sponsored by the International Reading Association and the National Council of Teachers of English, International Reading Association, Newark, DE.
10.
HallidayMAK (1992) Towards a language based theory of learning. Paper prepared for the Phonetic Society of Japan in the context of the Symposium on Language Acquisition, Tokyo.
11.
HallidayMAK (1993) Towards a language-based theory of learning. Linguistics and Education5(2): 93–116.
12.
HallidayMAK (2001) Literacy and linguistics: relationship between written and spoken language. In: BurnsACoffinC (eds) Analysing English in a Global Context; A Reader. Londonand New York: Routledge in association with Macquarie University and the Open University, pp. 181–193.
13.
HollidayA (2007) Achieving cultural continuity in curriculum innovation. In: HallDRHewingsA (eds) Innovation in English Language Teaching. Londonand New York: Routledge in association with Macquarie University and the Open University, pp. 169–177.
14.
JonesGM (2007) Bilingual education and syllabus design: towards a workable blueprint. In: HallDRHewingsA (eds) Innovation in English Language Teaching. London and New York: Routledge in association with Macquarie University and the Open University, pp. 99–107.
15.
McCarthyMCarterR (2007) Designing the discourse syllabus. In: HallDRHewingsA (eds) Innovation in English Language Teaching. Londonand New York: Routledge in association with Macquarie University and the Open University, pp. 55–63.
16.
MarkeeN (2007) The diffusion of innovation in language teaching. In: HallDRHewingsA (eds) Innovation in English Language Teaching. Londonand New York: Routledge in association with Macquarie University and the Open University, pp. 118–126.
17.
MercerN (2000) Words and Minds: How we Use Language to Think Together. Londonand New York: Routledge.
18.
NunanD (2007) Teaching grammar in context. In: CandlinCNMercerN (eds) English Language Teaching in Its Social Context. Londonand New York: Routledge in association with Macquarie University and the Open University, pp. 191–199.
19.
NunanD (2007) Action research in language education. In: HallDRHewingsA (eds) Innovation in English Language Teaching. Londonand New York: Routledge in association with Macquarie University and the Open University, pp. 197–207.
20.
NunanDLambC (2007) Managing the learning process. In: HallDRHewingsA (eds) Innovation in English Language Teaching. Londonand New York: Routledge in association with Macquarie University and the Open University, pp. 27–45.
21.
SlimaniA (2007) Evaluation of Classroom Interaction. English Language Teaching. In: CandlinCNMercerN (eds) Its Social Context. London and New York: Routledge in association with Macquaire University and the Open University, pp. 287–305.
22.
The Council for the Curriculum, Examinations and Assessment (2007) The Northern Ireland Curriculum Primary, CCEA Publications, p. 4.
