By Trevor Cairney
This article acknowledges that there's no uncomplicated strategy to boost literacy. It starts off with the principal premise that literacy isn't really easily a cognitive strategy, yet a suite of social practices utilized in socio-cultural contexts, and argues that literacy newbies come to college with particular social histories that must be recognized within the programmes devised to facilitate studying. Cairney claims that literacy isn't a unitary social perform and means that there are lots of sorts of literacy, every one with particular reasons and contexts within which they're used. the writer presents a glance on the many useful lecture room recommendations and practices which are essential to realize a number of pathways to literacy.
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Extra info for Pathways to Literacy (Children, Teachers and Learning)
The use of the question dominates textbooks, tests, teaching manuals and curriculum documents concerned with literacy. Teaching and questioning are seen as almost synonymous. Hyman (1979) suggests that to think of teaching without questioning is impossible. Teachers almost 40 The Teacher, the Student, the Text habitually ask questions, presumably to stimulate student thinking and test understanding. g. Stevens, 1912; Moyer, 1965; Flanders, 1970), and conclude that questions occupy up to 80 per cent of school instructional time, that these questions are primarily directed from the teacher to the child, and that they are frequently closed, simply seeking a single answer.
The recognition and acceptance of literacy as a social process should change us and empower us as teachers to transform our classrooms. It should enable us to create classroom environments where children take control of their own learning. This view of literacy should lead to fresh insights, and different teaching methods, methods that recognize that literacy is inherently social. Reading and writing involve social relationships A concern for the social nature of literacy should lead to a recognition that reading and writing events involve social relationships.
What does it mean for classroom teachers? I want to suggest the following implications: • This work shows that the way teachers structure classrooms has a strong influence on the forms of literacy that are valued. 33 Pathways to Literacy • It shows that the way classroom language is controlled and directed by the teacher ultimately makes a difference to the way students interact with and construct texts. • It shows that the forms of spoken language that are valued and privileged in classrooms by the teacher have a direct relationship to students' patterns and possibilities for learning.