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Literacy-Based Approach

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Literacy-Based Approach A Key to the Implementation of the 2004 English Curriculum Discourse Competence Communicative Competence The ability to participate in the ... – PowerPoint PPT presentation

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Title: Literacy-Based Approach


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
Discourse Competence
  • 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
Literacy principles
  1. Interpretation
  2. Collaboration
  3. Convention
  4. Cultural knowledge
  • 5. Problem
  • solving
  • 6. Reflection and
  • self-reflection
  • 7. Language use

11
Interpretation
  • Learners
  • interpret reality, then
  • transform reality into language.
  • Interpret somebody elses 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 200017)
  • Learners need declarative and procedural
    knowledge.
  • Teachers need to do scaffolding talks.

18
Structural emphasis Communicative emphasis Literacy emphasis
Knowing Doing Doing and reflecting on doing in terms of knowing
Usage Use Usage/use relations
Language forms Language functions Form-functions relationship
Achievement (i.e. display of knowledge) Functional ability to communicate Communicative appropriateness informed by metacommunicative awareness
19
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

20
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21
Relating
  • Literacy principles
  • and
  • Learning cycles and stages

22
Building Knowledge of the Field
  • Experiences
  • Observation
  • Discussion
  • Exercises
  • Hands on activities
  • Etc.
  • Principles
  • Conventions grammar, vocabulary, punctuation,
    etc.
  • Cultural Knowledge
  • Collaboration
  • Language Use

23
Modelling of Texts
  • Experiences
  • Listening
  • (spoken cycle)
  • Reading
  • (written cycle)
  • Principles
  • Interpreting
  • Problem solving
  • Convention
  • Reflection
  • Language use, etc.

24
Joint Construction
  • Experiences
  • Speaking
  • (spoken cycle)
  • Writing
  • (written cycle)
  • Principles
  • Collaboration
  • Problem Solving
  • Reflection
  • Convention
  • Cultural Knowledge
  • Language use

25
Independent Construction
  • Experiences
  • Choosing topics
  • Communicative purpose
  • Text structure
  • Drafting
  • Editing
  • Principles
  • Problem solving
  • Convention
  • Cultural Knowledge
  • Reflection
  • Collaboration
  • Language Use

26
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27
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?

28
Who needs to attend to the model?
  • Teachers
  • Syllabus Writers
  • Book Writers
  • Curriculum Users

29
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.

30
Good Luck!
  • hagustien_at_yahoo.com
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