Docstoc

Promoting Literacy through Languages

Document Sample
Promoting Literacy through Languages Powered By Docstoc
					2005 LOTE workshops – Languages and Learning: Refining Practices




       Promoting Literacy
      through Languages
OVERVIEW
• Defining literacy
• Exploring literacy practices currently used
  in the classroom
• Using the Four Resource model
• Applying literacy practices to Language
  texts
                    LITERACY
Literacy is the flexible and sustainable
mastery of a repertoire of practices with the
texts of traditional and new communication
technologies via spoken language, print
and multimedia, and the ability to use these
practices in various social contexts.

        Adapted from Literate Futures: Report, p. 9.
LITERACY AS A SOCIAL PRACTICE

•Literacy is associated with practical
purposes and is embedded in larger life
practices.
•One of 4 cross-curricula priorities
•Each KLA will have similar literacy
approaches but different purposes and
practices.
                                     LITERACY
The teaching of literacy involves a range of strategies
drawn from different approaches:

•    Literature-based learning
•    Natural learning
•    Experience-based learning
•    Skills-based learning
•    Genre-based learning
•    Critical literacy approaches
•    Socio-cultural approaches
    Lo Bianco, J. & Freebody, P. (1997) Australian Literacies, Language Australia, Victoria
TEXT PROCESSING STRATEGIES
•   Authentic texts – e.g. internet, realia
•   Paired reading/questioning
•   Group reading
•   Story maps – identify and sequence main ideas/events
•   Story webs – e.g. relationships between characters
•   Big books / Flip books
          • Prediction – what will happen next in the story?
•   Realistic representation of texts – e.g. brochure
•   PowerPoint
•   Mind maps - key headings
•   Concept bingo – e.g. names of characters, places, things
•   Cloze activity – e.g. arrange words into sentences, modify
    sentences, order sentences into a paragraph, match
    summaries with actual text
•   Dramatisation – e.g. series of tableaux
•   Graphs – plot main events in terms of excitement…
Is there a framework that helps to plan
for literacy within purposeful contexts
for learning:

   • at a whole school level
   • in Languages and across KLAs?
        FOUR RESOURCE MODEL
The Four Resource model is a framework that schools
can use to ensure teaching, learning and assessment
in literacy programs reflect a theorised balance.




Students must learn ways of interacting with different
types of text, to understand and use those texts on
several levels for a variety of purposes.
FOUR RESOURCE MODEL – a set of practices
            Code breaker                    Meaning maker
 Breaking the code of semiotic     Making literal and inferential
 systems used in texts.            meanings of texts.
 Language users need to have a
 command of a range of semiotic
 systems.


               Text user                       Text analyst
 Using texts in real-life social   Analysing texts to explore how texts
 situations.                       construct or reconstruct the world,
                                   and shape or convey ideologies.




                                                              Refer to handout
Activity 1:      FOUR RESOURCE MODEL
In groups:
 select a card with an example of a way in
     which students might interact with the text
 discuss and identify where the card should
     be placed on the A3 mat – which practice?
                  Code breaker (7)
                 Meaning maker (10)
                    Text user (7)
                   Text analyst (7)

   refer to the QSCC Literacy Position Paper at
    the conclusion of the activity
Activity 2:      PLANNING FOR LITERACY
In groups use a module/text(s) provided:

 Choose a resource that is text heavy
 Use the Four Resource model and
  handout as a guide
 Under each heading, list an
  idea/strategy to support students
  accessing the text
 Continue to add additional
  ideas/strategies
 Share with the group
            LANGUAGE AS A SYSTEM
Meaningful, purposeful language learning involves the what and
the how of language learning to achieve socioculturally
appropriate communication for real purposes.

   What
   •Tasks
   •Fields of human knowledge
   and endeavour

   How
   •Linguistic features
   •Process skills and strategies
                    FURTHER READING
http://www.qsa.qld.edu.au/yrs1to10/kla/lote/links.html#pdLiteracy
 • Cross-curricular priorities: Position paper Literacy – Queensland
   Schools Curriculum Council (2001)
 • Literate Futures: Report of the Literacy Review for Queensland State
   Schools – Education Queensland (2000)
 • Paper - Teaching Reading (reference made to Cambourne Model of
   Literacy Learning from Coping With Chaos (1987) Brian Cambourne &
   Jan Turbill)
 • MyRead – Strategies for teaching reading in the middle years
 • Global Literacies – Department of Education Tasmania
 • First Language – Department of Education Tasmania

 • Linking Language to Early Years – Department of Education and
   Training Victoria (www.sofweb.vic.edu.au/lem/lote/lcurri.htm#linking)

				
DOCUMENT INFO