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Literacy-Based Approach

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

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Literacy-Based Approach

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  1. Literacy-Based Approach A Key to the Implementation of the 2004 English Curriculum

  2. Competence Socio – Cultural Comp. Competence Strategic Discourse Competence Actional Comp. Linguistic Comp..

  3. DiscourseCompetence • Communicative Competence • The ability to participate in the creation of texts in different contexts. • Text: language used in context (spoken and written)

  4. To comprehend communicative competence One needs to understand • What discourse is • How discourse works • How English texts work • That communicative competence is discourse competence

  5. 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.

  6. To communicate in English • means to create English texts: spoken and written; • we need English oracy and literacy.

  7. 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

  8. Literacy-based approach • Collaborative efforts • Encourages learners to be involved in texts • Raises metalinguistic and metacommunicative awareness

  9. The key words… Learning Experiences

  10. Interpretation Collaboration Convention Cultural knowledge 5. Problem solving 6. Reflection and self-reflection 7. Language use Literacy principles

  11. Interpretation Learners: • interpret reality, then • ‘transform’ reality into language. • Interpret somebody else’s interpretation. • Constantly construe experiences

  12. 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.

  13. Convention • Sentence patterns, stress, intonation, punctuation • English genres: communicative purpose, text structure, linguistic features

  14. 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.

  15. Problem solving * Learners are constantly involved in figuring out the relationships between text and context. • Given a situation, learners decide: a. the genre b. language choice as text unfolds.

  16. 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.

  17. 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.

  18. Learning circle • Two Cycles: spoken and written • Four stages: a. building knowledge of the field b. modelling of texts c. joint construction d. independent construction

  19. Relating Literacy principles and Learning cycles and stages

  20. Experiences: Observation Discussion Exercises Hands on activities Etc. Principles: Conventions: grammar, vocabulary, punctuation, etc. Cultural Knowledge Collaboration Language Use Building Knowledge of the Field

  21. Experiences: Listening (spoken cycle) Reading (written cycle) Principles: Interpreting Problem solving Convention Reflection Language use, etc. Modelling of Texts

  22. Experiences: Speaking (spoken cycle) Writing (written cycle) Principles: Collaboration Problem Solving Reflection Convention Cultural Knowledge Language use Joint Construction

  23. Experiences: Choosing topics Communicative purpose Text structure Drafting Editing Principles: Problem solving Convention Cultural Knowledge Reflection Collaboration Language Use Independent Construction

  24. 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?

  25. Who needs to attend to the model? • Teachers • Syllabus Writers • Book Writers • Curriculum Users

  26. 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.

  27. Good Luck! hagustien@yahoo.com

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