literacy-based approach
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Literacy-Based Approach. A Key to the Implementation of the 2004 English Curriculum. Competence. Socio – Cultural Comp. Competence. Strategic. Discourse Competence. Actional Comp . Linguistic Comp. . Discourse Competence. Communicative Competence - PowerPoint PPT PresentationTRANSCRIPT
Literacy-Based Approach
A Key to the Implementation of the 2004 English
Curriculum
CompetenceDiscourse
Competence
Linguistic Comp.. Actional Comp.
Socio –Cultural Comp.Strategic Competence
Discourse Competence
• Communicative Competence
• The ability to participate in the creation of texts in different contexts.
• Text: language used in context (spoken and written)
To comprehend communicative
competenceOne needs to understand• What discourse is• How discourse works • How English texts work• That communicative competence
is discourse competence
Why English Texts?We speak English to those who: • do not share our language• do not share our way of thinking• do not structure the texts (spoken
and written) the way we do.• create texts the English way.
To communicate in English
•means to create English texts: spoken and written;
•we need English oracy and literacy.
Being Literate• Being able to participate in modern
societies (Hammond et al. 1992)• To participate, one needs
language, spoken and written, in different contexts.
• To participate, one needs to communicate, or to create texts / discourse
Literacy-based approach
•Collaborative efforts•Encourages learners to be
involved in texts•Raises metalinguistic and
metacommunicative awareness
The key words…
Learning Experiences
Literacy principles1.Interpretatio
n2.Collaboration3.Convention4.Cultural
knowledge
5. Problem solving6. Reflection and self-reflection7. Language use
InterpretationLearners:• interpret reality, then• ‘transform’ reality into
language.• Interpret somebody else’s
interpretation.•Constantly construe
experiences
Collaboration
• Learners speak and write for an audience.
• Learners listen and read by using their pre-existing knowledge.
• Learners collaborate in literacy events by taking different roles.
Convention• Sentence patterns, stress,
intonation, punctuation
• English genres: communicative purpose, text structure, linguistic features
Cultural Knowledge• Learners reflect on values and
tradition about how to approach a text.
• Learners learn new ways of thinking, e.g. we encourage learners to write in analytic and speculative mode, not only reproductive mode.
Problem solving
* Learners are constantly involved infiguring out the relationships betweentext and context.
• Given a situation, learners decide: a. the genreb. language choice as text unfolds.
Reflection• Literacy is in principle metalinguistic
activity; it turns language into a object of awareness.
• In foreign language context, this is vital.• It encourages critical ‘reading’: who
writes the text, what power is being exercised etc.
• Empowerment (life skills) as the ultimate goal of literacy.
Language use• Literacy requires knowledge of how
language is used in spoken and written context to create discourse (Kern 2000:17)
• Learners need declarative and procedural knowledge.
• Teachers need to do scaffolding talks.
Structural emphasis
Communicative emphasis
Literacy emphasis
Knowing Doing Doing and reflecting on doing in terms of knowing
Usage Use Usage/use relations
Language forms Language functions
Form-functions relationship
Achievement (i.e. display of knowledge)
Functional ability to communicate
Communicative appropriateness informed by metacommunicative awareness
Learning circle• Two Cycles: spoken and written• Four stages:
a. building knowledge of the fieldb. modelling of textsc. joint constructiond. independent construction
RelatingLiteracy principles
andLearning cycles and stages
Building Knowledge of the Field
Experiences:
ObservationDiscussionExercisesHands on
activitiesEtc.
Principles:• Conventions:
grammar, vocabulary, punctuation, etc.
• Cultural Knowledge
• Collaboration• Language Use
Modelling of TextsExperiences:
Listening (spoken cycle)Reading (written cycle)
Principles:
• Interpreting• Problem solving• Convention• Reflection• Language use,
etc.
Joint ConstructionExperiences:• Speaking (spoken cycle)• Writing (written cycle)
Principles:• Collaboration• Problem Solving• Reflection• Convention• Cultural
Knowledge• Language use
Independent Construction
Experiences:• Choosing topics• Communicative
purpose• Text structure• Drafting• Editing
Principles:• Problem solving• Convention• Cultural
Knowledge• Reflection• Collaboration• Language Use
Checking Achievement of Competence
Standards• Do learners comprehend passages,
their communicative purposes, and structures?
• Do learners write short functional texts, and the expected genres?
• Do learners perform interactions?• Do learners perform monologues?
Who needs to attend to the model?
•Teachers•Syllabus Writers
•Book Writers•Curriculum Users
Things to remember• One circle lasts approximately 8 X
90 minutes, but It may vary.• By focusing on one genre at a
time, we integrate the development of the four skills.
• Learners should speak and read what they have heard, and write what they have read.
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