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Rights are not available to everybody Paragraph I

The meaning of multimodal text can only arise considering the interaction between the modes, in our case verbal and pictorial. And in this way we also analyse the samples of the texbook(s). But how do we read this kind of the text, pictures and verbal separately? Where do we start?

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Rights are not available to everybody Paragraph I

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  1. The meaning of multimodal text can only arise considering the interaction between the modes, in our case verbal and pictorial. And in this way we also analyse the samples of the texbook(s). But how do we read this kind of the text, pictures and verbal separately? Where do we start? So: What is the reading path like?

  2. Rights are not available to everybodyParagraph I evaluation People [who live in poverty] have less rights then others.

  3. Rights are not available to all children of the world. Less rights havethose who live in poverty.

  4. Rights are not available to all children of the world. Less rights havethose who live in poverty. Pictorial – semantically bounded by lexeme poverty (lexical recurrence, Cohesive function) People who live in poverty have less rights then others.

  5. The relation between verbal and pictorial: the pictorial supplements the verbal, and concretises the message expressed in clauses with relational process (which sounds quite abstract)‏ by bounding the meaning of pictorial with the lexeme (poverty, expressing evaluation that arises from socio-cultural context) that carries the core information of the paragraph.

  6. But excluding the Slovene social context from the text • the Slovene pupils - who are the addressees - get the information from the pictorial interacting with the verbal that there is no poverty at all in Slovenia, but only elsewhere. • Which of course is a very misleading information, and creates stereotypes.

  7. LEARNING ACTIVITIESPhases of learning activities (Rose, Martin 2012): • prepare, focus, task, evaluate, elaborate, (Rose, Martin 2012: 11). Preparation demands teacher’s work on text to be read in class. (Reading the texbook and finding the unknown words to be explained, lexical signals to infer, notions, new knowledge that student would have to learn) Focusspecifies the task for the learner. (Teacher’s questions) Task(Student’s work, unswer) – the core of learning activities Evaluation(Teacher’s estimation of student’s task, correction, mainly positive and supportive evaluation to encourage the student ‘s acquisition) Elaboration (Teacher elaborates the answer so as to use it as a kind of explanation, definition).

  8. CLASSROOM DISCOURSE - Communication scheme (adapting R. Jakobson) reference(CURRICULUM)competences, skillsCONTEXT LEARNING ACTIVITIES teacher student semiotic mode – language metalanguage, technical terms textbook

  9. Focus Choosing the information (message) that teacher will put in the “focus” means that teacher leads and directs students’ understanding of the text. Teacher follows the curriculum and points out the notions in the text that should be learnt, but first he/she has to find out whether the students have understood the text. Rights are not available to everybody, Paragraph I>Asking questions. Traying to prevent the acceptance of the message as a stereotype, we could first show to the students the plain photography, without the label that bounds the meaning. What does the photo represent?

  10. The task for the studentsof the Faculty of Education and the Faculty of Humanities (about 130 students). »slums«, children playing, barracks settlement, despite poverty happy children, children exchanging something, poor settlement, children are playing, not even one answer speaks about the abuse of children’s rights. A group of primary school teachers (in a life-long learning programme (FE)) answered loudly and simultaneously: poverty, rights are not available to poor children.

  11. Focuson a) the text structure, b) new words, c) meaning-making, d) cohesion of the text, e) the notion and the location of poverty Tasks a) What attracted your attention first? Where do we start reading on this page? Why do you think so? b) How would you explain available? And poverty? Which other words that express poverty do you remember? c)Which photo is connected with the words that speak about poor people? d) Why do you think so? c) Please show us all the elements in the text that speak about poverty. d) By what means are the photo and words linked? e) Can you recognise where (what country) the poor children with no rights live? What rights the poor children don’t have? Have you noticed something like this in our country as well?

  12. Evaluation In this phase teacher helps students to (fill in the “gap”) inferinformation from outside the text: general knowledge, personal experiences, other text. (Encourages students to use the inferences) And encourages students to try to find the right answer by himself/herself.

  13. Final thought The techniques we were dealing with help student to communicate, to express his/her own opinion, point of view, to develop logical thinking within the discipline, to develop critical thinking and last but not least to learn things actively and withought “gaps”.

  14. Using reading comprehension (decomposing text with questions that point at the characteristics of review) a technique to acquire new knowledge about the structure of a review STARC, Sonja (2000): Bralno razumevanje[Reading comprehension]. V: IVŠEK, Milena (Ed.). Bralna sposobnost ima neomejene možnosti razvoja : zbornik Bralnega društva Slovenije, Postojna, november 1999. 1. natis. Ljubljana: Zavod Republike Slovenije za šolstvo. 115–129.

  15. References • HALLIDAY, Michael A. K., MATTHIESSEN, Christian M. I. M. (2004): An Introduction to Functional Grammar. London: Arnold. • Halliday, M. A. K. (2004): The Language of Science. New York, London: Continuum. • HOEY, Michael (2001): Textual Interaction. An Introduction to Written Discourse Analysis. London, New York: Routledge. • KRESS, Gunter, van LEEUWEN, Theo (72005): Reading Images. The Grammar of Visual Design. London, New York: Routledge. • MARTIN, J. R., ROSE, D. (2008): Genre Relations. London, Oakville: Equinox. • Rodela, Martina (2011): Vloga slikovnega v medosebni metafunkciji učbeniških besedil za slovenščino kot tuji jezik na začetni ravni : diplomsko delo. Koper: UP PEF. • ROSE, David, MARTIN, James R. (2012): Learning to Write, Reading to Learn. Sheffield: Equinox. • STARC, Sonja (2000): Bralno razumevanje[Reading comprehension]. V: IVŠEK, Milena (Ed.). Bralna sposobnost ima neomejene možnosti razvoja : zbornik Bralnega društva Slovenije, Postojna, november 1999. 1. natis. Ljubljana: ZRSŠ. 115–129. • STARC, Sonja,(2009a): Časopisna oglaševalska besedila, reklame : struktura in večkodnost. (Newspaper advertisements: their structure and multimodality). Knjižnica Annales Majora. Koper: UP ZRS, Založba Annales, ZDJP, PEF. • STARC, Sonja (2009b): Večkodnost in zgradba učbeniškega besedila. V: Vintar, Jelka (ur.). Razmerja med slikovnimi in besednimi sporočili : zbornik Bralnega društva Slovenije [ob 8. strokovnem posvetovanju], Ljubljana, 8. septembra 2009. 1. izd. Ljubljana: Zavod Republike Slovenije za šolstvo. 45-62. • STARC, Sonja (2011):Zmožnost dekodiranja večkodnih besedil kot sestavina besedilne pismenosti. Medved-Udovič, Vida (ur.), Cotič, Mara (ur.), Starc, Sonja (ur.): Razvijanje različnih pismenosti. Koper: Knjižnica Annales Ludus, UP.

  16. B) Science and Technical Education Nervous system Brain and nerves

  17. Structured, spatial; Pictorial – gives objective viewmeaning of pictorial – bounded by lexemes Nervous system Brain and nerves Observe the picture and reflect. Write down in the workbook and answer the tasks on p. 16 task 1, on p. 77 tasks 2 and 3. Sensations Logic Rhythm Language Hearing Smell and taste Creativity Sight

  18. 1. All over our body, there are are spread nerves. (Lack of an important information: Nerves transmit information. No task about it in work-book.)‏ 2. Message goes in two directions: from the body into the spinalcord and brain, and from the brain and spinalcord in the body. 3. The message that we stepped on the thorn comes into the spinal cord and brain in less then a second. 4. Sense organs receive the messages about the environment in which we live. Nerves bring messages into spinalcord and brain. 5. Brain identifies the data and prepares a response of the body to the environment. • Relational attributive process (cl. 1)‏ • Material process (cl. 2-5)‏ • Interaction: illustrative • + supplement

  19. Interaction between pictorial and verbal In relation to the verbal instruction - the pictorial has the function of the source of information and the stimulus to learn more about the topic. In relation to the verbal bellow (which does not speaks about brain and its centres, but about nerves in our body), the pictorial has the function of supplement. The cohesive element is the topic about nerves being the transmitters of information (human feelings) into brain (and spinal cord).

  20. Nadgrajevalno -slikovno razširja informacije, sporočene z besedami. Slikovno lahko tudi vrednoti, kar je sporočeno z besednim in s tem ustvarja neko distanco (humor). Vir: Moja slovenščina 5, str. 56

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