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Literacy through Languages

Explore literacy development models like Four Resource and Cambourne Models. Embrace multiliteracies focusing on technology, diversity, and critical literacy. Enhance intercultural understanding through LOTE. Develop text processing strategies for effective learning.

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Literacy through Languages

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  1. LOTE HOD/Coordinator Cluster Meeting 13 August 2004 Literacy throughLanguages

  2. PURPOSE • To establish a common understanding of literacy and multiliteracies • To explore approaches to literacy development (knowledges & skills): • Four Resource model • Cambourne Model of Literacy Learning • Text processing strategies • To explore considerations for the planning for learning and teaching of literacy through LOTE

  3. Activity 1:LITERACY In groups: • Discuss the term literacy and decide on a possible meaning • Write key words, ideas or a definition • Choose a spokesperson to respond

  4. LITERACY Literacy is the ability to read and use written information and to write appropriately in a range of contexts. It also involves the integration of speaking, listening and viewing, and critical thinking with reading and writing and includes the cultural knowledge which enables a speaker, writer or reader to recognise and use language appropriate to different social situations. Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) 1997

  5. LITERACY A whole language learning approach to literacy involves: • Natural learning – personal construction of meaning • Experience-based learning - provision and recall of real-world experiences • Skills-based learning – analytical approach (teachable elements) • Genre-based learning – text types, their structure and patterns of vocabulary and language functions that make the text effective • Critical literacy – understanding and using the points of view expressed and silenced in a text • Cultural-practice-based approaches – language and cultural patterns appropriate to a social /cultural context Lo Bianco, J. & Freebody, P. (1997) Australian Literacies, Language Australia, Victoria

  6. MULTILITERACIES • Multiliteracies focus on how literacy has been redefined by social, technological and economic change. They focus on: • multimedia and technology • cultural and linguistic diversity • critical literacy • It acknowledges that literacy goes beyond language alone, embracing other modes of representation. Being multiliterate requires understanding, and being able to use, the literacies of: • a range of texts and technologies • social responsibility • a socially, culturally and diverse world • active citizenship Literate Futures: Reading (2002), p. 13

  7. MULTILITERACIES (cont.) • Through LOTE students have the opportunity to develop intercultural understanding by developing a multilingual view of literacy. This involves students: • using a range of texts (spoken, written, nonverbal, visual and auditory) in a language other than English • understanding the meaning of texts and how they shape values, attitudes and beliefs in a linguistically and culturally diverse society. For example: • Appearance • Layout • Choice of grammar • Meaning-making – shared by members of a society & culture • exploring the cultural dimensions of language use

  8. FOUR RESOURCE MODEL Luke and Freebody (1997) developed a framework to assist teachers. They identified 4 groups of readingpractices and indicated that readers need a repertoire of resources to engage in these practices. Students must learn to take on a set of roles, or ways of interacting with different types of text, to understand and use those texts on several levels for a variety of purposes.

  9. CAMBOURNE MODEL OF LITERACY LEARNING Cambourne has outlined a set of conditions which provide a foundation for learning literacy skills. They are designed to simulate the conditions that occur when children learn to talk: • Immersion • Demonstration • Responsibility • Expectation • Approximation • Practice • Response Handout provides further clarification

  10. LANGUAGE AS A SYSTEM Meaningful, purposeful language learning involves the whatand 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 knowledge

  11. 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…

  12. Activity 2: PLANNING FOR LITERACY In groups: Use the module/text(s) provided and list opportunities to develop literacy. You may like to choose one of the following as a starting point: • Four Resource model • Before, during and after reading • Text strategies Choose a spokesperson to share ideas with the whole group.

  13. LITERACY THROUGH LANGUAGES • Literacy has been identified as one of 4 cross-curricular priorities • A whole school approach to literacy includes the explicit teaching of literacy in LOTE. These include • Four Resource model • Cambourne Model of Literacy Learning • Language as a system (Linguistic features & Process skills & strategies) • Text processing strategies • Being multiliterate requires understanding, and being able to use, a range of texts and technologies in socially, culturally and linguistically appropriate contexts.

  14. Adelaide Declaration on National Goals for Schooling in the Twenty-first Century (1999) The achievement of national goals for schooling will assist young people to contribute to Australia’s social, cultural and economic development in local and global contexts … [so that all students] understand and acknowledge the value of cultural and linguistic diversity, and possess the knowledge, skills and understanding to contribute to, and benefit from, such diversity in the Australian community and internationally.

  15. 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

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