Details for Teaching and Learning English

The unit Teaching and Learning English is part of the subject area Education and is offered as a part of the following Awards: Master of Teaching (Primary) (Alphacrucis College (NSW Dept. of Education)).

Unit Content

Curriculum Objective

This unit builds on the constructs of EDU403 Language and Literacy Acquisition and Development and pedagogical frameworks introduced in EDU401 Foundations in Christian Teaching and Learning. The unit introduces Pre-Service Teachers to the social construction view of language. A holistic approach is taken to the teaching of language and literacy, where explicit teaching of grammar within a rich language environment will enable the Pre-service teachers to not only compose texts with critical understanding of social contexts but plan and program for the NSW English syllabus Stages 1-3: specifically… how to teach listening and speaking; reading and viewing; writing and the conventions of English language such as spelling; grammar and word usage; punctuation and handwriting as well as literacy learning across the curriculum. Students will also develop a critical theory approach to fiction, non fiction and multimodal texts which may differ from their own Christian worldview. Developing higher order thinking skills in classrooms and critical thinking particularly as it relates to consumer literacy will be addressed. Access to schools through the EDU400 Professional Practice will enhance the Pre-service Teachers resource collection and build their skills in the implementation of the concepts in this unit. Pre- Service Teachers will reflect on how globalisation and societal changes have impacted on the language and literacy skills needed to make meaning and how multiliteracies are influencing the future of teaching.

Subject Content

NSW Syllabus Examination

• Stages 1-3:
• Reading, Viewing, Listening and Speaking, Writing- spelling, word usage, grammar, punctuation
• Pre-service Teachers handwriting practice (incl black/whiteboard and electronic whiteboards)
• Departmental resources

Pedagogies, Programming and Planning

• Approaches to language and literacy pedagogy: Behaviourist, (skill based, cognitive skills for decoding print-sound symbol, relationships, sight vocab, whole word); Naturalistic (whole language top down, whole text, Language Experience Approach); Sociological (individual interpretations, authorized meanings).  Reading/writing connection.
• Links between language and learning theories and program planning (including Teaching and Learning Principles- See EDU401 and NSW Model of Pedagogy), incorporating “intellectual quality,” “quality learning environments,” and “significance” in the integration of literacy across the curriculum.
•  Knowledge about Language, developing a metalanguage- Genre, Text and Grammar- analysis and appreciation e.g. of:- picture books, novels, newspapers, letters, conversation, speeches, performances of plays, feature films, television programs, computer graphics and advertisements. Role of Grammar in relation to the purpose, content, audience and channel of communication, shaping and directing meaning making. Role of Context. Role of text Organisation (texts that describe, explain, instruct, argue, narrate etc and demands of school literacies). Role of Syntax in reflecting and shaping cultural patterns and differences in power, status, values and attitudes, ideologies, gender, ethnicity and class.
• Models of pedagogy for early language and literacy development, e.g. Literature-based, Whole Language, Systemic and functional linguistics, genre-based, thematic, integration across the curriculum,
• Early Literacy development strategies:- implementation of Phonemic awareness , phonic fluency, vocab knowledge and text comprehension, concepts of print, grammar and punctuation, spelling and handwriting, drama and role play
• Scaffolding literacy learning for Stages 2-3, e.g. critical constructive reading and viewing, intermediality, Reciprocal Reading, independent, guided, modeled and shared reading and writing, genre based, LDC (Literacy, Development Cycle- modeling, negotiating the field, text deconstruction (critical thinking, higher order thinking and critical literacy, levels of questioning), joint construction, independent construction), dictogloss subject specialist literacy, identifying important, substantive concepts skills and ideas, Learning Centres, ability and multi-staged grouping. (see also Bickmore-Brand Strategy Chart for Kolb’s Learning Styles and Bloom’s Taxonomy of Thinking).
• Visual literacy model: represent actions, objects and settings, create interactive or interpersonal meanings between viewer and what is being viewed (colour, angles, shot distance, media etc), present layout choices that indicate value and emphasis. Role of Advertising and mass media communications.
• Programming for inclusivity, NESB, TESOL and organizing and catering for multi-staged classroom settings, negotiated curriculum,
• Designing Templates: Program, lesson plans, assessment and marking keys and instructional aids.
• Integrating technology in English Language instruction, researching using the internet, consumer literacy. Computers in the home and schools. Information technology skills to: locate, access, view and analyse a range of texts, and design and create multimodal information products. Monitoring the development of pupils’ knowledge, skills and understandings when using different technologies against NSW Syllabus indicators.

Resources

•  NSW K-6 Syllabus documents and support materials e.g. for phonemic awareness
• Comparison with other state Reading and Literacy programs and resources
• Critiquing commercial reading programs, including computer based, in relation to NSW Syllabus and language and literacy theories of development
• Visual and multimedia literacy teaching resources and software programs for multimedia development
• Genre: Children’s literature, poetry, plays, drama, lyrics, non-fiction, popular culture
• Critiquing print and multimedia resources for the development of language and literacy in line with Christian worldview,
• Specialty content:-Christian, Indigenous, marginalized groups, NESB, learning difficulties, Special Needs, gender, TESOL
• Literacy for boys
• Materials, websites, Professional Associations and Professional Development opportunities for developing critical and higher order thinking
• Resources for developing lifelong readers and writers.

This course may be offered in the following formats

The program is based on a mixed-mode delivery of: intensive workshops, school visits, teaching experiences and distance learning using web-based on -line discussion, course materials and readings forwarded throughout the semester, and assignments. Updates on workshops and Professional Development events run by Professional Associations and publishers, which Pre-Service teachers can access, will be circulated.

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis College.

Assessment Methods

Minor Assessment- Resource Materials (45%) Due Week 7

Develop an annotated bibliography for a target group (e.g. early adolescence, boys, Indigenous, NESB…) from a designated Stage. This should include: Teacher resources such as lesson and program ideas, set class textbooks, fiction and non-fiction literature, Cd-Rom and Internet sites.

A minimum of 30 resources should be included.

Structure:

Each resource will need to address the headings: title, author(s), date, publications details, cost(s), sourcing, target group(s), description of the resource and its application, underlying theoretical view of language development and/or teaching and learning theory, a value judgement based on a set of 10 criteria you develop. This should include various Christian worldview criteria).

Collate the information in a multimodal form for sharing with your colleagues.

Hand in a printed copy with the following attached:-

Include an explanation of the 10 criteria you have developed for evaluating resource material showing evidence and justification from writers and researchers in the field of language and literacy development. (500 words)

Major Assessment- Programming and Planning (55%) Due Week 13

Design a three week unit of work (8-10 lessons) with a focus on the teaching and learning of Text forms for Stage 1, 2, or 3 (Identify the Stage chosen).

In your preparation, interview a group of students for whom the unit of work would be suitable, and make explicit reference to your interview data in your statement of Rationale.

Select a pedagogical approach to the teaching of literacy, e.g. thematic, literature-based, integrated, genre-based etc

Using Freebody and Luke’s Model of Reading Comprehension show how the skills of each role can be developed throughout the unit of work. Include Unit of Work Program Overview, lesson plans and assessment tasks including task, NSW Syllabus outcomes and indicators. Include a Rationale to describe how your choice of learning materials and outcomes suit your target group, and ways in which the learning experiences have been scaffolded.

Prescribed Text

• Freebody, P. (2000). ‘A sociocultural approach: Resourcing four roles as a literacy learner’, in Why Wait? A Way Into Teaching Critical Literacies in the Early Years, ed. Brisbane, Queensland : C. Ludwig, Education.
• Knapp, P. & Watkins, M. (2005). Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: University of  NSW Press Ltd.
• National Literacy Report (2007). K. Rowe (Chair) & L. Gleeson, In Teaching Writing. Primary Rozelle, NSW : English Teachers Association.
• NSW Board of Studies (1998). Sydney : English K-6 Syllabus: Author.
• NSW Board of Studies (1998). Sydney : English K-6 Modules: Author.
• NSW Board of studies (1998). Sydney : English K-6 Work Samples. Sydney: Author.
• NSW Board of Studies (1999). Sydney : Teaching about Texts. Sydney: Author.

Representative References

• Alvermann, D.E. & Hagood, M. (2000). Critical media literacy: Research, theory, and practice in “new times.” Journal of Educational Research, 93(3), 193-205
• Ansty, M. & Bull, G. (2004). The Literacy Labyrinth (2^nd ed). Sydney: Pearson Education.
• Bull, G. & Ansty, M. (2003). The Literacy Lexicon (2^nd ed). Frenchs Forest: Pearson Education.
• Bruinsma, R. (2003). The joy of language: A Christian framework for language arts instruction. CO:Purposeful Design.
• Callow, J. (2007).  Image matters: Visual texts in the classroom. Marrickville, NSW : Primary English Teaching Association.
• Campbell, R., & Green, D. (eds) 2000, Literacies and Learners: Current Perspectives, Sydney, NSW : Prentice Hall.
• Cunningham, D.S. (2002), Reading Is Believing: The Christian Faith Through Literature and Film, Grand Rapids, MI : Brazos Press.
• Derewianka, B. (1998). A Grammar Companion for Primary Teachers. Newtown: PETA.
• Droga, L., Humphrey, S. (2003). Grammar and Meaning: An introduction for Primary teachers. Target Texts.
• Dufficy, P. (2005). Designing learning for diverse classrooms. Primary English Teaching Association.
• Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: teaching second language learners in the mainstream classroom. Heinemann.
• Gleeson, L. (2007). Writing like a writer. Primary English Teaching Association.
• Godhino, S. & Wilson, J. (2004) Little books of big ideas: How to succeed with questioning. ; Carlton South, Victoria : Curriculum Corporation.
• Hammond, J. (Ed.) (2011). Scaffolding: Teaching and Learning in Language and Literacy Education. Newtown: PETA.
• Harris, P. Turbill, J., Fitzsimmons, P. & McKenzie, B. (2001). Reading in the Primary School Years. Sydney : Social Science Press.
• Harvey, S. & Goudvis, A. (2000) Strategies that work: Teaching comprehension to enhance understanding. York, Maine :  Stenhouse.
• Healy, A. (2003). Multiliteracies: teachers and students at work in new ways with literacy. In R. Campbell & D Green, (eds). Literacies and learners: current perspectives. Frenchs Forest, NSW : Prentice-Hall .
• Hill, S. E. (1999), Phonics, Armadale, Vic : Eleanor Curtain.
• Klammer, T.P., Schulz, M.R. & Volpe, A.D. (2004), Analyzing English Grammar, 4^th edn. New York : Pearson/Longman.
• Kress, G. (2003). Literacy in the New Media Age. New York: Routledge.
• Lankshear, C. & Knobel, M. (2006). New literacies: everyday practices and classroom learning (2^nd ed.), Maidenhead, England. New York : Open University Press.
• New South Wales DET (1999). Teaching reading in a multi-age classroom. Sydney: NSWDET.
• New South Wales DET (2000). Focus on Literacy: Writing. Sydney: Author.
• New South Wales, C.S.D. (1997). Computer-based technologies in the Primary KLA’s: Enhancing student learning. Ryde, NSW: NSW DET.
• Tierney, T. & Pearson, P.D. (1994). Learning to learn from text: A framework for improving classroom practice. In Ruddell, R., Ruddell, M.R. & Singer, H. (Eds.) Theoretical models and processes of reading. (4^th ed), International Reading Association, Newark, pp. 496-513.
• Toll, C. (2008). The Literacy Coach’s Survival Guide: Essential Questions and Practical Answers. Carlton, Victoria : Curriculum Corporation.
• Trifonas, P. (1998). Cross-mediality and narrative textual form: A semiotic analysis of the lexical and visual signs and codes in the picture book. Semiotica, 118(1/2), 1-70.

Additional References

• Adams, P. “Building a Christian Worldview through Response to Literature.” ICCTE Journal Vol 3(1), 1-13. http://www.icctejournal.org/ICCTEJournal/volume-3-issue-1/building-a-christian-worldview retrieved 26.5.08
• Anstey, M. & Bull, G. (2000), Reading the Visual: Written and Illustrated Children’s Literature, Sydney : Harcourt.
• Barratt, D., Pooley, R. & Ryken, L. (eds) (1995), The Discerning Reader: Christian Perspectives on Literature and Theory, Grand Rapids, MI : Baker.
• Belcher, E.C. (2004). “The dance of storytelling through picture books.” In J. Ireland, R. Edlin and K. Dickens, Pointing the way: Directions for Christian education in a new millennium. Openbook Publishers: South Australia, pp. 71-88.
• Buckingham, D. (1996), Moving Images: Understanding Children’s Emotional Response to Television, New York : Manchester University Press.
• Bruinsma, R.W. (1990), Language Arts in Christian School, Grand Rapids, MI ; Christian Schools International.
• Callaghan, P. & Dobyns, A. (2004), Meeting of the Minds: A Brief Rhetoric for Writers and Readers. New York : Longman/Pearson.
• Callow, J., & Zammit, K. (2002). Visual literacy: From picture books to electronic texts. In M. Monteith (Ed.), Teaching primary literacy with ICT. Buckingham, UK: Open University Press.
• Carter, C.J. (1997). “Why reciprocal teaching?” Educational Leadership, 54(6), pp. 64-68.
• Christie, F. (1990). Literacy for a Changing World. Melbourne: ACER.
• Cox, C. (2005), Teaching Language Arts: A Student - and Response-Centred Classroom 5^th  ed, (Schoolyear activities planner).Boston : Allyn & Bacon.
• Dixon, R., & Engelmann, S. (2007), SRA Spelling Master Level E Teacher Presentation Book: A Direct Instruction Program, SRA McGraw-Hill.
• Dufty, H. & D. (eds), (1990). Literacy for Life, Melbourne : Dellasta Pty Ltd.
• Dresang, E. (1999).Radical change: Books for youth in a digital age. New York: H.W. Wilson.
• Freebody, P. & Luke, A. (1990), ‘Literacies programmes: Debates and demands in cultural context’, Prospect: A Journal of Australian TESOL, vol.11, pp. 7-16.
• Furniss, E. & Green, P. (eds.) (1991), The Literacy Agenda. South Yarra, Australia : Eleanor Curtain Publishing,
• Goldstone, B. (2004). The postmodern picture book: A new subgenre. Language Arts, 81(3), 196-204.
• Graves, D. (1989), The Reading/Writing Teacher’s Companion: Investigate Nonfiction. Portsmouth, NH : Heinemann.
• Greisinger, E. (2003). Why read Harry Potter? J.K. Rowling and the Christian debate. Christian Scholar’s Review, 32(3),297-316.
• Gunning, T.G. (2005), Creating Literacy Instruction for All Students, MyLabSchool Edition, 5^th edn.  Boston, MA : Allyn & Bacon.
• Hassall, S. (2000), ‘Reading visual and verbal texts: Children’s responses to picture books’, Paper presented at Reading Pictures: Art Narrative and Childhood, Homerton College Cambridge, United Kingdom, Sept 1-4.
• Herring, J. E. (1999), Exploiting the Internet as an Information Resource in Schools, Library Association Publishing : London, UK.
• Herriman, M., Oliver, R., & Mulligan, D. (1990). Review of the English as a second language curriculum in government schools. Perth, WA: Ministry of Education.
• Hill, S. (1990), Readers’ Theatre: Performing the Text. South Yarra : Eleanor Curtain Publishing.
• Johnson, G. (1999). Multiple readings of a picture book The Australian Journal of Language and Literacy, 22(3).
• Jovanovic, J., & King, S. (1998), ‘Boys and girls in the performance-based science classroom: Who’s doing the performing?’, American Educational Research Journal, vol. 35, no.3, pp. 455-477.
• Kalantzis, M. & Cope, B. (1996). The Designs for Learning Guide. Melbourne: Common Ground Publishing New London Group ‘A pedagogy of multiliteracies: Designing social futures’, Harvard Educational Review, Vol. 66(1), pp. 60-92
• Kamler, B. & Comber, B. (2002), ‘Learning the secrets of teaching: Early career and late career teachers discuss literacy pedagogy’, Victorian Association For the Teaching of English State Conference, VATE, Melbourne, pp. 1-29.
• Kapitzke, C. (1995), Literacy and Religion, Amsterdam : John Benjamins.
• Lave, J. (1996), ‘Teaching, as learning, in practice’, Mind, Culture, and Activity, vol.3, pp. 149-64.
• Lewis, R. (1981). Active Dram., Victoria : Heinemann Educational Australia Pty Ltd.
• Luke, A., O’Brien, J & Comber, B. (1994), ‘Making community texts objects of study’, Australia Journal of Language and Literacy, vol. 17, no. 2, pp. 87-91.
• Meacham, S.J. & Buendia, E. (1999). Modernism, postmodernism, and post-structuralism and their impact on literacy. Language Arts, 76(60), 510-516.
• Mikkelsen, N. (2005). Powerful magic: Learning from children’s responses to fantasy literature. NY: Teachers College Press.
• Monahan, S. (1991), Multivoice Magic: Poetry as Shared Reading, Melbourne: Longman Cheshire Pty Ltd.
• Muth, K.D. (1989), Children’s Comprehension of Text: Research into Practice, Delaware : International Reading Association.
• Osborne, M. (2001). Booktalking: Just do it. The Book Report. March/April, 23-24
• Parsons, J. J., Oja, D., & Low, S. (1999), Computers, Technology and Society, 2^nd edn, Course Technology, MA : Cambridge.
• Pearman, C.J., Camp, D., & Hurst, B. (2004). “Teaching Tips: Literacy mystery boxes.” The Reading Teacher, 57(8), 766-768.
• Postman, N. (2000). Building a bridge to the eighteenth century: how the past can improve our future. New York: Alfred A. Knopf.
• Raison, G., & Rivalland, J. (1997), Writing: Resource Book. First Steps Series, Rigby Port Melbourne, Vic : Heinemann.
• Rees, D., & Raison, G., et al. (1998), Reading: Resource Book. First Steps Series, Rigby Port Melbourne, Vic : Heinemann.
• Ryan, M. & Anstey, M. (2003), ‘Identity and text: Developing self-conscious readers’, Australian Journal of Language and Literacy, vol. 26, no.10, pp. 9-22.
• Sanger, J., Wilson, J, Davies, B. & Whitakker, R. (1997), Young Children, Videos and Computer Games: Issues For Teachers and Parents, London : The Falmer Press.
• Scharer, P., Pinnell, G.S., Lyons, C.& Fountas, I. (2005). “Becoming an engaged reader.” Educational Leadership. 63(2), 24-29.
• Sloan, G.D. (2003). The child as critic: Developing literacy through literature, K-8. NY: Teachers College Press.
• Thomas, L. & Tchudi, S. (1999), The English Language: An Owner’s Manual, Boston :Allyn & Bacon.
• Thomson, J. (ed.) (1992), Reconstructing Literature Teaching, Norwood, SA : Australian Association for the Teaching of English.
• Trudgill, P. & Hannah, J.(1994). International English: A guide to varieties of Standard English (3rd ed.) London: Edward Arnold.
• Tunica, M (2005) A passion for poetry. Primary English Teaching Association.
• Tusting, K. (2000), ‘The new literacy studies and time: An exploration’, in Situated Literacies: Reading and Writing in Context, eds, D. Barton, M. Hamilton & R. Ivanic, London : Routledge.
• Unsworth, L. (2001), Teaching Multiliteracies Across the Curriculum: Changing Contexts of Text and Image in Classroom Practice’. Buckingham, USA : Open University Press.
• Veith, G.E. (1990), Reading Between the Lines; A Christian Guide to Literature, Wheaton, IL : Crossway.
• Walhout, C. & Ryken, L. (eds) (1991), Contemporary Literary Theory: A Christian Appraisal, Grand Rapids, MI : Eerdmans.
• Walkerdine, V. (1997), Daddy’s Girl: Young Girls and Popular Culture, Cambridge: Harvard University Press.
• Watkins, M. (2005). The erasure of Habit: Tracing the Pedagogic Body. Discourse: Studies in the Cultural Politics of Education
• Wolf, S. (2004). Interpreting literature with children. NJ: Lawrence Erlbaum Associates, Publisher.
• Wilson, J., & Wing Jan, L. (1993), Thinking For Themselves: Developing Strategies For Reflective Learning, Malvern, Australia : Eleanor Curtain Publishing.
• Yopp, R.H. & Yopp, H.K. (2001). Literature-based reading activities. Boston: Allyn and Bacon.
• Zammit, K., & Downes, T. (2000, June). “ New learning environments and the multliterate individuals: A framework for educators. The Australian Journal of Language and Literacy, 25(2), 24-36.

Journals

• ALEA-the Australian Journal of Language and Literacy
• English in Australia-the Journal of the Australian Association for the Teaching of English
• Idiom: Victorian Association for the Teaching of English
• Literacy Learning: The Middle Years – Journal of the Australian Literacy Educators’ Association.
• Practically Primary – Journal of The Australian Literacy Educators’ Association
• Pen –Publications of the Primary English Teaching Association

Websites

• AAETA homepage of the Australian Association for the Teaching of English: http://www.education.monash.edu.au/aate
• ALEA homepage of the Australian Literacy Educators’ Association: http://www.alea.edu.au
• ALF homepage of the Australian Literacy Federation: http://www.alf.edu.au
• Children’s literature newsletter: http://parentsplace.com/readroom/childnew
• PETA Primary English Teaching Association: http://www.peta.edu.au
• http://www.myread.org
• www.thelearningfederation.edu.au/for_teachers/