ELA100 Assignment 2 Report on analysis of video language

by Nguyen, Xuan Hoai Nhi _ s340472

Introduction.

This is a Report of spoken language interactions between teacher and children in a

YouTube video titled “Making Salad” and retrieved from
https://youtu.be/EqlVjlZN4Fw.

1 Brief overview.
This video show an interaction between teacher and children in gardening and
making salad at preschool. At the beginning, they were taking some veggies at
garden and then sat down together at a table to make salad in class. Children also
talked about their previous experience of making salad.
2 Physical setting.
In the video, teacher and children were sitting together around one table. Teacher
can easily manage children, listen and respond to all their ideas.
3 Language and Dialect.
Australia is a multicultural country, English is one of many languages spoken in
Australia and there are lots of languages may be used by family, classmates and
community (Australian Curriculum, Assessment and Reporting Authority [ACARA],
2015)
In the video, they were using English language, body language and facial
expression.
“Dialect is a variety of language spoken in a particular area (regional dialect) or by a
particular social group (social dialect or sociolect)” (Emmitt, M., Zbaracki, M.,
Komesaroff, L., & Pollock, J., Language and learning: An introduction for teaching,
2015, p.179).
“Criteria to classify dialect variation: vocabulary and sentence grammar and
pronunciation-accent” (Ivic, P., & Crystal, D. (n. d.). Dialect)
Australian English and Australian Indigenous language such as “Yolngu,
Pitjantjatjara, Walpiri, Tiwi...Wiradjuri, Kamilaroi, Bungalung, Darug (Eora)” (Ketchell,
M. [Ed., Presenter]. (21 January, 2019). The Conversation: The state of Australia’s)

EAL100 English, Language and Literacy in Education

Assignment 2 Report on analysis of video language
Nguyen, Xuan Hoai Nhi _ s340472
They have used some dialect language in this video such as ‘gonna’, ‘mummy’.
4 Register.
Register is “the speech of an individual that varies according to the situation, in
different contexts and for different purposes; for example, a person will use an
intimate form of speech at home and with close friends, whereas, when speaking to
an employer or maybe the clergy, more formal speech is used.
Registers can vary in sentence length, vocabulary, use of idiomatic expressions, and
also in the precision of pronunciation; for example:
• formal, educated (‘I must say those cakes look lovely. May I have one?’)
• less formal (‘Will you pass the cakes please?’)
informal (‘Can I have a cake please?’)
• slang (‘Shove over the buns, mate.’)
• vulgar (‘Give us a bloody cake, will ya?’)” (Emmitt et al, 2015, p.85)
In the video, the teacher was using formal speech and the children were using
informal speech.
4.1 Field.
Field is “language used to express and connect ideas about what happens” (Halliday
& Matthiessen, 2004) and “the influence of subject matter of the text” (Emmitt et al,
2015, p.109)
The topic of the video is making salad
For example, ‘parsley’, ‘salad’, ‘fruit salad’.
4.2 Tenor.
Tenor is “language used to interact with others and express feelings about what
happens” (Halliday & Matthiessen, 2004) and “the relationship between participants”
(Emmitt et al, 2015, p.109)
Teacher and children are familiar with others and the topic.
For example, ‘I wonder if it’s gonna taste like salad’, ‘that’s was quick to make’
4.3 Mode.
Mode is “language to shape coherent whole texts” (Halliday & Matthiessen, 2004)
and “the channel of communication used” (Emmitt et al, 2015, p109)
In the video, teacher use spoken language for coherence, ‘Why do you think it could
taste like salad?’, ‘That’s a different salad, what’s that made of?’
The YouTube has been used to distribute class meanings to a global audience.

EAL100 English, Language and Literacy in Education

Assignment 2 Report on analysis of video language
Nguyen, Xuan Hoai Nhi _ s340472
In the video, teacher was using supportive language and open-end questions.
Through the video, I knew that it would better to listen to children experiences and
support them to express their ideas.
5 Non-verbal communication.
Non-verbal language includes “cries, Laughter, Signs (directional), Signs
(mathematical), Music score, Art, Object arrangement, Sign language, Signs (in
sport), Body position, Posture, Movement, Facial expression” (Emmitt et al, 2015,
p.15). In the video, non-verbal language includes ‘nods and shows Tia what’s on her
knife’, ‘smiling’.
Through this video, I think that it’s really importance for me as an educator to
observe children, I would know if they are happy and interest in the activity by their
non-verbal language.
6 Shared background knowledge.
In the video, teacher and children had made salad at home previously.
For example, ‘um we just had that and that’s was quick to make’, ‘All kinds of stuff’
7 Discourse and language patterns in a whole text.
7.1 Discourse.
“Discourse is connected sentences of meaning to make sense across a whole text
eg. conversation, report, argument” (Gee, 2003, p. 5)
In the video, teacher and children have a conversation about making salad.
7.2 Broad purpose.
The broad purpose is informative.
For example, ‘Alright, remember it’s like a saw’, ‘We’ve got so much parsley it’s
growing out to meet us’
7.3 Specific purpose.
The specific purpose is instruction.
For example, ‘You have to go backwards and forwards a little bit with your knife’,
‘Close your scissors while you’re walking and hold them down’
7.4 Stage structure.
The stage structure is informative. Children will get more knowledge about cutting
veggies, using knife and making salad.
7.5 Whole text connectives.
There are whole text connectives through the video.

EAL100 English, Language and Literacy in Education

Assignment 2 Report on analysis of video language
Nguyen, Xuan Hoai Nhi _ s340472
For example, ‘See that feathery one over there?’, ‘the feathery’, ‘those feathery’
‘it’s gonna taste like salad’, ‘taste like salad’, ‘like salad’, ‘salad’, ‘fruit salad’
7.6 Sentence types.
Yes/no question: ‘Do we have to use any energy to make a salad? Do we have to
use the stove?’. The language purpose is informative and tenor of relation is familiar.
Command: ‘You have to go backwards and forwards a little bit with your knife’. The
language purpose is instruction and tenor of relation is familiar.
7.7 Clause connectives (conjunctions).
In the video, there are some conjunctions to connect ideas across clauses such as
‘so, ‘and’, ‘but’
7.8 Topic word chains.
In the video, the word chains that maintain topic focus are ‘salad’, ‘your salad’, ‘a
salad’, ‘fruit salad’, ‘that’
7.9 Noun-pronoun reference.
Series of nouns/pronouns used to reference a person or a thing in the video:
‘a pair of scissors’, ‘a pair’, ‘yours’, ‘your scissors’
‘Jake’, ‘you’, ‘Jake’
Reflection: As a teacher, I would use discourse language pattern to help my spoken
and written language more connective and meaningful.
8. Vocabulary:
There’s different way of using vocabularies: use on a regular basis (at home, with
friends and at work), rarely use (unfamiliar, infrequent, formal words), and use to
write for different purposes (Emmitt et al, 2015, p167)
In the video, teacher used simple vocabulary so children can understand and
engage in conversation.
Specialised vocabularies: ‘parsley’, ‘feathery’, ‘dill’
Everyday vocabularies: ‘scissors’, ‘cut’, ‘salad’, ‘borrow’
Reflection: In preschool setting, using everyday vocabulary was more appropriate
with children age and easier for understanding.
9. Clause Grammar
9.1 Noun and Noun groups
Noun (include noun and noun group) “identifies and names participants, the name of
a person, place or thing or idea” (Winch, 2013, p.92-4)

EAL100 English, Language and Literacy in Education

Assignment 2 Report on analysis of video language
Nguyen, Xuan Hoai Nhi _ s340472
Example of noun from the video, ‘parsley’, ‘scissors’, ‘leaf’
Example of noun group from the video, ‘all kind of stuffs’, ‘fruit salad’
9.2 Adjective-noun groups
Adjective is a word or phrase that modify a noun (Winch, 2013, p.92-4)
determiner quantifier or opinion adj factual adj classifier adj thing
pointers or comparative (participant)
articles or
possessives
a pair of feathery little fruit scissors
the

9.3 Verbs
“Much of our experience consists of physical activity. With younger children we often
refer to doing words but we could also use the term action verb. We find examples of
action verbs in most texts but particularly in texts such as procedures, recounts and
narratives” (Derewianka, A New Grammar Companion for Teachers, 2011, p16)
“Sensing verbs reflect processes of our internal world. They are typically used in
relation to humans – or non-humans given human-like qualities – describing what
they think, feel, desire and perceive” (Derewianka, 2011, p.20)
“These are the verbs that do not represent actions, speaking, thoughts or feelings.
Their job is to simply link two pieces of information. These are called ‘relating verbs’.
The most common are ‘be’ and ‘have’ and variations of these.” (Derewianka, 2011,
p.24)
action verb sensing verb relating verb
snip taste is
cut remember have

9.4 Verb group:

“Verb groups are especially important in language. In English, at least, almost every
clause contains exactly one verb group, so as soon as you have found a verb group,
you have also made a start on identifying a clause” (Derewianka, A Grammar
Companion for Primary Teachers,1988, p54-60)

EAL100 English, Language and Literacy in Education

Assignment 2 Report on analysis of video language
Nguyen, Xuan Hoai Nhi _ s340472
action verb group sensing verb group relating
hold them down could taste have to get
cut some of have to do

9.5 Adverbs and Adverbials

Adverbs modify verbs, adjectives and other adverbs, mostly indicating what’s going
on, telling how, when, where and why something happens (Winch, 2013, p. 30)
adverbs adverbials
here (where) at home (where)
carefully (how) over there (where)
a long time ago (when)

9.6 Prepositions
Preposition is “a word that introduces a prepositional phrase that normally governs a
noun; a positioning word” (Winch, 2013, p.92-4)
Some prepositions in this video are ‘in’, ‘at’, ‘on’, ‘from’
9.7 Simple sentence structure
A simple sentence is a single independent clause that can stand independently and
makes sense by itself (Derewianka, 2011, p. 89)
For example, ‘I have a fruit salad’ – verb ‘have’, ‘She cooks fast’ -verb ‘cooks’
9.8 Compound sentence structure
Compound sentence is a sentence containing two or more independent clauses that
each clause can make sense by itself (Emmitt et al, 2015, 166)
For example, ‘we just had that and that was quick to make’- verbs ‘just had’ ‘was’ –
joining world ‘and’; ‘That’s a different salad, what’s that made of?’ – verbs ‘is’ ‘is
made of’ – joining by comma ‘,’
9.9 Complex sentence structure
Complex sentence is “a sentence containing one independent clause and one or
more dependent clauses or embedded verbals” (Emmitt et al, 2015, p246)
For example, ‘It is, but remember Isabelle, it’s still a knife so put down your knife’ –
verbs ‘is’ ‘remember’ ‘is’ ‘put down’ – joining by comma ‘,’ ‘so’; ‘Close your scissors
while you’re walking and hold them down’ – verbs ‘close’ ‘are walking’ ‘hold’ – joining
worlds ‘while’ ‘and’

EAL100 English, Language and Literacy in Education

Assignment 2 Report on analysis of video language
Nguyen, Xuan Hoai Nhi _ s340472
 10. Conclusion
In conclusion, the report is about a video of preschool children have fun with
gardening and making salad. This video show that children have a brief
understanding about some veggies and making salad instruction. Moreover, I can
see that children are confidently express their ideas and feeling, work collaboratively
with others. By the end of the video, they also learned about chopping.
11. Reflection
As a teacher, I would be careful with grammar even in oral language, use simple
sentence and everyday vocabulary that children can easily understand and engage
in conversation. Moreover, I would provide a suitable environment for language
promotion, then observe and supervise them. I would listen, respond and support
children to develop their ideas.
I believe that a teacher should have a deep understanding about language before
teaching it to children. As English is my second language, I have to keep learning
and upgrading my English, my goal is to get superior English level before graduation.
12. Reference List
Emmitt, M. Zbaracki, M., Komesaroff, L. & Pollock, J. (2015). Language and
Learning: An Introduction for Teaching. Melbourne, Australia: Oxford University
Press
Ivic, P., & Crystal, D. (n. d.). Dialect. Retrieved from
https://www.britannica.com/topic/dialect
Halliday, M., & Matthiessen, C. (2004). An introduction to functional grammar (3rd
ed.). London, UK: Edward Arnold
Gee, J. (2003). Literacy and Social Minds. In G. Bull and M. Anstey, The Literacy
Lexicon (pp. 3-14). Sydney, Australia; Pearson Education.
Ketchell, M. [Ed., Presenter]. (21 January, 2019). The Conversation: The state of
Australia’s. Indigenous languages [The Conversation]. Retrieved from
http://theconversation.com/the-state-of-australias indigenous-languages-and-how-
we-can-help-people-speak-them-more-often-109662
F-10 Curriculum, Australian Curriculum, Assessment and Reporting Authority
[ACARA], 2015. Retrieved from
https://www.australiancurriculum.edu.au/f-10-
curriculum/english/?strand=Language&strand=Literature&strand=Literacy&capability

EAL100 English, Language and Literacy in Education

Assignment 2 Report on analysis of video language
Nguyen, Xuan Hoai Nhi _ s340472
=ignore&priority=ignore&year=11574&elaborations=true&searchNodeId=11574&sea
rchTerm=vocabulary#dimension-content
Winch, G. (2013). The primary grammar handbook (4th ed.). South Melbourne:
Oxford University Press.
Derewianka, Beverly. (2011). A New Grammar Companion for Primary Teachers,
rev. edn, Primary English Teaching Association, Newtown, NSW.
Derewianka, Beverly. (1998). A Grammar Companion for Primary Teachers, Primary
English Teaching Association, Newtown, NSW.
ECA Learning Hub, 2014, Connecting with Practice Series - Making salad
https://www.youtube.com/watch?v=EqlVjlZN4F

EAL100 English, Language and Literacy in Education

Assignment 2 Report on analysis of video language
Nguyen, Xuan Hoai Nhi _ s340472
 ELA100 Assignment 2

Transcription of spoken language in a video

Group 2

Group Members: Xuan Hoai Nhi Nguyen, Jamie-Lee Trikilis, Felicity Gates, Chloe Liddicoat and
Anissa Hogbin

This is a written transcription of spoken language interactions in a YouTube video titled “Making
Salad” and retrieved from https://youtu.be/EqlVjlZN4Fw.

Video Starts 00’00”

Educator: We’ve got so much parsley it’s growing out to meet us. So what we have to do is we
have to get a pair of scissors each, so have you got a pair Jake? and then, can I borrow yours
for a minute? I’m just going to get you to hold onto the leaf and snip a leaf off like that. See
that feathery one over there?

Isabelle: Yes

Educator: That’s some dill go and get some of that one. Close your scissors while you’re
walking and hold them down. So step over, just take the feathery bits off the top, coz that’s
some dill. In you go Jake

Jake: [giggles]

Educator: That’s it.

Jake: (Unintelligible)

Educator: Yes you can cut some of those feathery ones. And, Jake, here’s a bit of, here’s some
chives down in here.

Time: 01’00”

Isabelle: I wonder if it’s gonna taste like salad.

Educator: It could taste like salad. Why do you think it could taste like salad?

Isabelle: Like salad?

Educator: It looks a little bit like salad.

Isabelle: Yeah

Educator: When you have a salad at home, what do you put in your salad?

Isabelle: All kinds of stuff.

Educator: All kinds of stuff? Do you put some-

Jake: Um do you know what,

Educator: Lettuce?
Jake: I have a fruit salad

Educator: You have fruit salad. That’s a different salad, what’s that made of?

Jake: A long time ago when it was stormy?

Educator: Yes

Jake: we come back from somewhere

Educator: Yes,

Jake: um we just had that and that was quick to make.

Educator: That was quick to make. That’s right. Is a salad quick to make?

Isabelle: Yes

Educator: Do we have to use any energy to make a salad? Do we have to use the stove?

Isabelle: Nooo [smiling]

Time: 01’50”

Educator: So we don’t have to use the energy do we. We can just use our energy. Tia would
you like to join us and do some? There’s a space down here. Seeing as you went and picked
some of these before.

Tia: [sits down]

Educator: Do you think you’d like to use that knife or a sharp one?

Tia: Sharp one

Educator: Alright, remember it’s like a saw. You have to go backwards and forwards a little bit
with your knife. Because if you just squash. Watch Mrs Sia(?) I’m going to very slowly go
backwards and forwards with my knife. And that will help you cut. Keep chopping, do some
more. Make it small if you can. Good work Isabelle, take your time.

Children chattering

Educator: How does Mummy cook?

Background noise

Educator: She cooks fast. Do I teach you how to cook carefully?

Isabelle: [nods and shows Tia what’s on her knife] (inaudible)

Educator: It is, but remember Isabelle, it’s still a knife so put down your knife.

(Children chatter in background)

Video Ends at 03’04”