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1.
This article explores the thinking and research that has led to a view of literacy as social and cultural practices. Literacy is described not as an internal cognitive state or a universal set of skills and processes that individuals must learn, but as social and cultural ways of doing things through the use of text. This view adds to our understanding of literacy by switching the focus to the ways in which individuals, groups, communities and societies put literate practices to work. For teachers, this means thinking about the sorts of literacies they are trying to produce through their programmes. This implies studying classrooms and preschools as social and cultural settings where particular practices count as good work – asking which kinds of texts, ways of talking, reading, writing and behaving are preferred and why. 相似文献
2.
Chelsea Sellers 《British Journal of Sociology of Education》2019,40(7):938-952
AbstractThe benefits of reading for pleasure and positive reader identities have been well established in previous research. However, much discussion regarding young people’s reading is underpinned by a discourse of deficit, placing emphasis on what young people should be reading. In an attempt to move away from this discourse, this article considers reading in the context of young people’s broader social and cultural worlds, exploring the role of the peer group in young people’s development of a reader identity. The article argues that the reading practices young people engage in are part of their broader social and cultural participation and, consequently, part of a broader project of identity formation. By highlighting the complexity of young people’s development of a reader identity and the meaning ascribed to specific reading practices, the findings challenge deficit models of young people’s reading lives, which underpin attempts to redistribute cultural capital through educational and cultural policy. 相似文献
3.
Nick Zepke 《高等教育研究与发展》2015,34(6):1311-1323
Student engagement is highly visible in higher education research about learning and teaching, but lacks a single meaning. It can be conceived narrowly as a set of student and institutional behaviours in a classroom or holistically and critically as a social–cultural ecosystem in which engagement is the glue linking classroom, personal background and the wider community as essential contributors to learning. The narrow view is characterized as a mainstream view of student engagement, and the holistic and critical view as thinking beyond this mainstream. The article first discusses the mainstream view. Here, engagement is seen as a generic indicator of quality learning and teaching and successful student outcomes. Second, it critiques this view, arguing that it is too narrow and should embrace the more holistic vision. Third, the article discusses a holistic view of student engagement. Foremost, it advocates active student participation in classroom and curriculum management, wider community development through critical active citizenship and personal and social well-being. 相似文献
4.
In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day-to-day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing. 相似文献
5.
This classroom ethnography examines the engagement of fifth-grade children in a year-long study of rights, respect, and responsibility,
which culminated in a focused study of tolerance and intolerance organized around literature regarding the Holocaust. A close
examination of one teacher’s approach to teaching about the Holocaust, the study highlights the importance of long-term engagements,
a layered curriculum that supports children in building understandings over time, and varied opportunities for making meaning
together. This approach included empathy-building, a focus on rescue and resistance and the bystander response, building a
knowledge base about the Holocaust, stories of individual experiences, and opportunities to make personal connections. Drawing
on samples of student talk, writing, and art, the article illustrates how children built upon academic and social practices
established from the first days of school to expand their repertoire of meanings, language, and actions of (in)tolerance,
gaining more complex understandings of the social, political, and moral implications of the Holocaust. Students in this bilingual
class also developed individual and social actions in speaking out against social injustice in their own communities. The
author argues that this classroom experience supported students as critical citizens who conscientiously and compassionately
participate in the day-to-day building of more equitable communities. 相似文献
6.
Abstract One early childhood teacher preparation program includes “Aesthetics As Learning,” a course which emphasizes that aesthetics is another way of knowing—another domain of development. The course has a reading, writing, discussion and experiential component—and all are integrated, but the experiential component (weekly arts activities) is showcased in this article. One significant and innovative component of the experiential approach is that the students do not react to the use of the arts from a child's perspective but respond as an adult. This provides for an authentic experience with the arts. The college classroom uses a constructivist approach in which students construct their own meaning from their experiences and a feminist pedagogical approach that develops a classroom community of learners. © 2001 Elsevier Science Inc. All rights reserved. 相似文献
7.
Paul Gardner 《English in Education》2014,48(3):230-249
This article employs an autoethnographic, rhizotextual approach to analyse the compositional processes involved in the construction of two poems by the same author. What the analysis reveals is not only the internal thinking of the author in the process of composition but how the socio‐cultural standpoint of the author is implicated in the texts. It is posited that, in addition to the author's own lived experience informing composition, rhizotextual analysis enables us to extend beyond the self to interrogate the ‘secondary worlds’ of others and to form an empathic relationship to the ‘Other’. The findings of this article have implications for teachers’ knowledge of the socio‐cultural contexts of written composition. An authoethnographic, rhizotextual approach allows personal insights into the self, both as a writer and a person. This approach has implications for classroom practice, particularly for writing around issues of identity located in social class, gender, ‘race’, disability and sexual orientation, as well as the growing body of work on the teacher as a writer. 相似文献
8.
MU Jin-jiang 《课程.教材.教法》2008,(7)
基于《普通高中英语课程标准(实验)》共享知识理论以及迁移理论关于读写技能的相关论述,我们可以从课堂教学角度,把高中英语读写技能整合课型划分为阅读仿写和阅读创写两种类型。阅读仿写的教学目标直接指向写作能力培养,阅读创写的教学目标可以指向写作,通过写作解决阅读材料提出的问题,也可以指向阅读和写作。划分这两种读写技能整合类型有利于提高教学活动设计的针对性,更好地发展学生的综合语言运用能力。 相似文献
9.
William Rodman 《Interchange》2007,38(3):245-262
One of the most important questions I ask as both a cultural anthropologist and a university teacher is: How do people come to know what they think they know? In this article, I adopt a narrative approach to processes of learning and discovery in two very different locales, an indigenous society in the South Pacific, and a senior seminar on contemporary anthropological theory in a Canadian university. I show how I developed an exercise to “bring the field into the classroom” and how my students helped me to take what we learned in the classroom back to the field. In my conclusions, I discuss lessons I and my students learned about the link between experience and understanding, about the nature of interpretation, and about the role of reflexivity in the construction of meaning. 相似文献
10.
我国高校学生听说读写的基本技能主要通过课堂教学获取,如何有效地提高英语课堂教学,培养学生扎实的语言基础,成为师生越来越关注的核心问题。教师在课堂教学中对教学目标的宏观把握及语言微观技能的具体传授,可帮助学生掌握良好的语言学习方法,提高文化素养,以适应社会发展和经济建设的需要。 相似文献
11.
Susan Taylor Cox 《International journal of qualitative studies in education》2013,26(3):231-252
Relations among literary discourse constructed during oral storybook reading, current theories of reader response to literature, and research in classroom storybook reading are explored in this paper. Pursuing a Bakhtinian analysis of five readings of one picture storybook, the meaning‐making strategies used by kindergarten students and their teacher to appropriate literary discourse and, thereby, to define the situation in these storybook events is discussed. The paper is framed by a symbolic interactionist approach to the social negatiation of meaning, especially as meaning is negotiated in context through language. 相似文献
12.
The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities
of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation
of these activities to the written products they were asked to generate. To investigate the influence of the task, students
were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single
text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of
them. To gather information about how students construct meaning from informational texts, we asked students to think aloud
as they read and wrote in order to provide us with information about their comprehension and composition processes. We also
examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students
lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also
show that, although there are no major differences in the way secondary school students tackle these different tasks, those
who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious
conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of
this kind in the classroom. 相似文献
13.
Carole Bignell 《Literacy》2012,46(1):48-55
At the time of writing, primary English education is, once again, at a crossroads. Within the context of a continuing focus on underachievement in writing for key groups of learners and a large body of research, which suggests that classroom talk is a powerful means of improving children's success in all areas of the curriculum including writing, this article considers two current approaches to talk in the primary curriculum – Talk for Writing and Towards Dialogic Teaching. In doing so, it critically analyses these texts through the theoretical lens of education as social reproduction with a view to identifying their ideological assumptions about the purpose of talk in the curriculum. Discussion considers how such assumptions may influence classroom practice and contribute to the teachers’ understanding of the role of oracy within the primary classroom. The article concludes that whilst both texts might suggest a socially reproductive approach to education, both have the potential to empower the learner through the skilful implementation of oracy as the foundation of teaching and learning. 相似文献
14.
Pam Gilbert 《Gender and education》1992,4(3):185-199
This article examines ways in which language practices in the classroom — particularly those involved with the reading and writing of stories — are gendered literacy practices. It argues that stories are closely identified with structuring the meanings by which a culture lives, and that popular and familiar stories rely upon dominant versions of femininity and masculinity to be understood or ‘read’. The article suggests that story genres are ‘gendered’ in the way in which they organise sequences of events, in the discursive fields from which they draw, and in the character‐traiting paradigms they prefer. The claim is made that when children write stories they enter into a form of social regulation implicit in the cultural conventions of popular narrative forms. Story‐writing is seen to be a social, ideological activity which often masquerades as personal expression. The article argues that the gendered nature of classroom literacy practices will be more obviously recognised if classroom language approaches are framed from within critical discourse theory and theories of subjectivity; and if the constraints posed by generic conventions and the cultural devaluation of many feminine’ genres, are more deliberately confronted and addressed in the classroom.
Telling fairy stories, even telling good fairy stories very well ... simply doesn't count. The positions of real power and influence in our society necessitate command of genres for which boys’ educational experience provides an appropriate preparation and girls’ doesn't ... girls’ genre competence at primary school is not merely irrelevant but positively disabling. (Poynton, 1985; p. 36) 相似文献
15.
Claire Wyatt-Smith 《English in Education》1997,31(3):8-22
This article examines issues of writing instruction and assessment as they relate to an approach to English language education that has been developed in Australia. The approach, put forward by proponents of genre theory, is underpinned by the argument that it is essential for all teachers, and especially English teachers, to have a ‘metalanguage’ about language education. The expectation is that such a metalanguage makes it possible for teachers and students to develop shared understandings of how written and spoken language works in their various forms. The related argument is that the teacher represents an authoritative (as distinct from authoritarian) language user in the classroom and is responsible for teaching the linguistic characteristics of texts as well as the relationship between texts and the cultural and social contexts in which they are produced and received. In this article I examine the ‘genre’ position and consider its relevance to the business of teaching, learning and assessing in the English classroom. 相似文献
16.
“Tjaa,I Do Have Ears,But I Do Not Hear”: New Literacy Studies and the Awakening of a Hearing Teacher
Karen Rut Gísladóttir 《Studying Teacher Education》2014,10(2):179-194
To address the low literacy achievement of minority students, the sociocultural movement of the New Literacy Studies (NLS) encourages us to expand on current understandings of literacy. Instead of thinking of literacy as a neutral set of skills transferable from one setting to another, NLS researchers encourage us to contextualize literacy within individuals’ social and cultural realms. In this view, there are multiple literacies. As a literacy teacher of students who are deaf, I have witnessed students struggling with school-based literacy learning. As I began to examine what I was doing within the classroom, I realized that my assumptions about literacy instruction were the main source of students' struggles. In this study I explore how I used the theoretical perspective of the NLS to expand my understanding of literacy. The findings suggest that, in order to base literacy instruction on students' resources, teachers need to learn to negotiate conflicting educational Discourses on reading and writing, to create a space within the classroom for students to bring in their literacy practices, and to recognize and preserve students' agency and identity in their learning. Findings also indicate the vital role of writing in deaf students' learning of Icelandic. 相似文献
17.
Leonel Lim 《International Studies in Sociology of Education》2017,26(4):353-374
Drawing upon Bernstein’s writings on the pedagogic device, this article examines how critical thinking is regulated in Singapore through the process of pedagogic recontextualization. The potential of critical thinking to speak to alternative possibilities and notions of individual autonomy as well as its assumptions of a liberal arrangement of society are problematized in Singapore. By documenting how such curricular discourses are articulated by the state and taken up in schools and classrooms, the article provides a sociological account of the relations between the organization of knowledge and the distribution of social power and control. The analysis reveals that even as official understandings of critical thinking are transmitted in the classroom, alternative, non-official orders of meaning are inevitably made available. Showing how teachers and students act to resist and challenge these prescribed understandings the article argues that the very ideas of change and indeterminacy are fundamentally built into the pedagogic device. 相似文献
18.
This paper reflects the preliminary results of the HISTELEA project ‐The Social History of the Teaching of Reading and Writing in Argentina ‐, carried out by the Social History of Education research group, at the National University of Luján, Argentina. Our approach within a sodai history of education implies understanding and analyzing complex social, political, economic and cultural processes that are articulated in the discourses and practices of the teaching of reading and writing in Argentina. From this perspective, we analyse its potential to better understand the following issues: the construction of the concept of “reading & writing,"the school‐literacy relationship, the constitution of tbe pedagogicfield, and the making of school texts. 相似文献
19.
Catherine Bitter Paul Gubbins Miguel Socias 《Journal of Education for Students Placed at Risk》2013,18(1):17-44
A core assumption of the San Diego City Schools (SDCS) reform effort was that improved instructional practices, aligned with a balanced literacy approach, would be effective in improving student outcomes. This article explores this hypothesis by presenting findings from an analysis of classroom instruction data collected in 101 classrooms in 9 high-poverty elementary schools. Data were collected using a literacy observation tool adapted from prior research. The study found a prevalent focus on reading comprehension instruction and on students' active engagement in making meaning from text. Teachers' use of higher-level questions and discussion about text were substantially higher than that found by a prior study using the same instrument in similar classrooms elsewhere. Hierarchical Linear Modeling analyses of instruction and student outcome data indicate that teacher practices related to the higher-level meaning of text, writing instruction, and strategies for accountable talk were associated with growth in students' reading comprehension. 相似文献
20.
Isabelle Thompson 《Technical Communication Quarterly》2013,22(2):33-46
This article discusses John Dewey's transactional epistemology and Louise Rosenblatt's transactional view of reading and writing as they apply to teaching technical writing. A mental merger of the private and public aspects of both knowledge and communication, transaction is a meaning‐making process, variable and unique, although similar situations lead to similar transactions. Because English classrooms do not encourage transaction, they are not the best places to teach technical writing. However, four maxims bring the spirit of transaction to our teaching. 相似文献