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The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning Services. Module 1. Introduction to the model of language and literacy in the Australian Curriculum
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The Australian English Curriculum & Literacy as a General Capability Developed by Bronwyn Parkin Project Officer, Numeracy and Literacy, Teaching and Learning Services
Module 1 • Introduction to the model of language and literacy in the Australian Curriculum • Language and literacy in the English Curriculum • Literacy as a general capability in the learning areas Literacy SecretariatLiteracy is everyone’s business
Role of English curriculum in teaching language and literacy In the Early Years, English provides the foundational skills knowledge and understandings for further learning (Shaping paper May 2009 p11)
Three strands Language knowing about the English language Literature understanding, appreciating, responding to, analysing and creating literature Literacy expanding the repertoire of English usage.
Language sub-strands Language variation and change (Social context) Language for interaction (Tenor) Text structure and organisation (Mode) Expressing and developing ideas (Field) Sound and letter knowledge (Phonics and spelling)
Social model of language Language variation and change Culture Expressing ideas Situation Text structure and organisation Topic/ Field Situated to decontextualised/ Mode whole text level Relationships/Tenor sentence level Language for interaction Sound & letter knowledge letter & sound level
Literature sub-strands Literature and context Responding to literature Examining literature Creating literature
Literacy sub-strands Texts in context Interacting with others Interpreting, analysing and evaluating Creating texts
Integrated and balanced curriculum • Language and literacy taught through literature: Texts provide the medium for communication (p4). • Content descriptions incorporate all modes in an ‘integrated and interdependent way’.
Enjoying, appreciating, interpreting and creating literary works in a variety of modes and media: short stories graphic novels novels chapter books drama picture books plays multimodal texts poetry films rhymes speeches biographies Responding to a range of creative works: Personal responses Reviews Character analyses Thematic interpretations Phonemic awareness Grapho-phonics Handwriting / spelling / punctuation / grammatical accuracy LITERATURE Language for comprehending, creating, discussing and responding to literary/creative works. LANGUAGE How language works in its various modes and settings for different purposes and audiences, from the level of the text through to the word. • Comprehending, composing, using and critically engaging with texts: • for a variety of purposes (eg describing, explaining, arguing, recounting) • interacting with a range of audiences (from familiar through more formal) • in different modes and media (oral, written, digital and multimedia) • from a variety of sources (eg popular media, textbooks, workplaces, community) • to build knowledge across all areas of the curriculum • using appropriate strategies and processes LITERACY Bev Derewianka: Literacy in Science. Presentation at Literacy Leaders’ Network, June 20th 2010.
From literature to furniture: a different sort of cultural artefact Literacy SecretariatLiteracy is everyone’s business
So what? English language strand Coffee table Social purpose and historical context of coffee tables Language variation and change (Social context) What can we tell about a person who has a coffee table like this? Language for interaction (Tenor) Text structure and organisation (Mode) What are the important parts of the coffee table? How are the legs, joints, drawers, constructed? Expressing and developing ideas (Field) How and why are dove-tail joints used? Sound and letter knowledge
From literature to furniture: a different sort of cultural artefact
From literature to furniture: a different sort of cultural artefact
Being literate is being able to make choices: Which tool? Why? Under what circumstances? What is the intended effect?
The Literacy capability - two overarching processes: Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating And for both processes: Text knowledge Grammar knowledge Word knowledge Visual knowledge
Literacy is everyone’s business… all teachers are responsible for teaching the subject-specific literacy of their learning area all teachers need a clear understanding of the literacy demands and opportunities of their learning area literacy appropriate to each learning area can be embedded in the teaching of the content and processes of that learning area. Literacy General Capability: ACARA Jan ‘12
Theoretical Background Based on a social view of language: considers how language works to construct meaning in different social and cultural contexts Vygotsky (1976) Brice Heath (1983) Halliday and Hasan (1985) Freebody and Luke (1990) Gee (1991, 2008) Christie and Derewianka (2008)
Literacy capability and English Relationship with the English curriculum The general capability of Literacy is drawn from the content descriptions in the Language and Literacy strands of the English curriculum. The literacy knowledge and skills are developed and applied through all three strands: Language, Literature and Literacy. English/General capabilities /Literacy
Looking at a text using the literacy capability Should sweets be eaten between meals? Sweets should not be eaten between meals because they affect your health, spoil your appetite and make you tired. First, sweets are unhealthy. They are largely made of sugar which rots your teeth, gives you pimples and makes you fat. Are sweets really worth all that trouble? Second, lollies [which are] eaten between meals spoil your appetite. When you come to eat your dinner you are no longer hungry, so good food gets wasted. Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired. There are a number of reasons for not eating sweets between meals. They are unhealthy and do your body no good, they spoil your appetite for nourishing meals, and they do not give you lasting energy. If children are hungry between meals they would be better off with fruit.
Text knowledge • structure and purpose (what each stage or paragraph is for) • text cohesion (what makes a text stick together) • text level organisation • Opening paragraph foregrounding subsequent paragraphs • Topic sentencesforegrounding the main ideas • conjunctions that link the text • text connectives: linking sentences and sections of text • reference: through pronouns: he , she, they, it, their, this, the • repetition, synonyms, antonyms, word patterns (group/subgroup, part/whole), word chains (tracing the main participants in a text),ellipsis (leaving words out) Literacy SecretariatLiteracy is everyone’s business
Text knowledge: Text cohesion Creating cohesion within a text text level organisation: paragraph and sentence openers,foregrounding the main ideas text connectives: linking sentences and sections of text reference: through pronouns: he , she, they, it, their, this, the repetition, synonyms, antonyms, word patterns, word chains (tracing the main participants in a text), ellipsis (leaving words out) 38
Text knowledge 1. 3. 2.
Grammar knowledge : Simple, compound, complex sentences • Simple sentence: single, independent clause (one verb) • Compound sentence: 2 independent clauses linked by a conjunction - and, so, but, or etc • Complex sentence: Independent and dependent clause bound by a conjunction (which is ‘bound to the dependent clause) - after, by, because, unless, although etc
Grammar knowledge: words and word groups • noun groups • adverbs, adverbials telling about time, place, manner, cause etc • Verbs & verb types: • nominalisation: forming nouns, usually from adjectives or verbs(eg react to reaction, produce to production)
