Expressly written in today’s lecture. Lecturer: Marineke Goodwin. I had loads of fun in this lecture. She came prepared with lots of materials!
History of Language Learning in New Zealand
- purpose of literacy before the age of decoding
- literacy brought from England
Four discernible ages of reading theories = identified, and weÂ´re entering the fifth. TheyÂ´re the ages of reading (Turbill, 2002):
- ~ as decoding
- ~ of meaning making
- ~ of reading-writing connections
- ~ of reading for social purposes
- ~ of multiliteracies
- fom late 19th century – 1940Â´s
- syllabus, reading material, workbooks, etc – highly prescriptive and structured
- focus on skills n drills: ABCs, sound/letter, rel, decoding word recog.
- theories =>reading process emp. the graphophonic cueing system
- techers beieved – decoding preceded comprehension – once know alphabet n how to syllabify you could read a sentence n then para. and then text
- reading, writing, sp. n handwriting taught separately – as separate subjects
- debates exist – history always full of change. New method appear in NZ – Â´Look & SayÂ´ method.
- Decoding type text example: Kit the cat, sat, kit sat in a bag of rags…. // B -> Br -> Bri -> Brick, etc <= Phonic type.(note to self: look it up. look at the rhyme). Is it still relevant to the way we do things now?
- if you look at the word long enough and say it long enough, you will remember the whole word. Method: introduce high freq, text
- the problem is – the new method overthrow all previous methods – many disagree while others agree = debates
- from the 1960Â´s in NZ
- NZers keen to develop a national identity – reflected in the first real series of books for n about NZ children, places n exp.
- increased immi. = classes often very diverse n many children arrived at school with langs. other than English
- language acq. models – used to inform reading n writing processes
- teachers believed reading n writing should be child centered, lit. based n meaningful
- reading seen not only as grapho. but also syntactic n semntic = MAKE SENSE . always in the process to make meaning
- learning to read viewed as lifelong proces n reading to learn = goal
- debates focused on phonics vs Â´whole languageÂ´ approach this theory became known as
- teachers prob. instructed to forget abt some decoding aspects – decoding = hinder Â´whole meaningÂ´ process.
- whole lang. era – very lit. based era
Word of the day
â€“verb (used without object), verb (used with object), -atâ‹…ed, -atâ‹…ing.
1. to grow or produce by multiplication of parts, as in budding or cell division, or by procreation.
2. to increase in number or spread rapidly and often excessively.
multiliteracy – text on the computer
Integrating the sources of info. in reading n writing
Knowledge n exp, lang. structure, shapes n sound, meaning – related
A reader has to…
- use knowledge of lang. n know how it works
- translate letters into sounds (children use alphabet books, soundcards, spelling patterns (e.g:Â´orÂ´ sounds like for, port, four, pour, aw, etc.
- recog. patterns in words
- have some knowledge of the topic – imp. for older readers esp. ESOL learners
- link/relate the text to own bg knowledge (schema)
- predict what the text will be about using word and world knowledge
So, um, yeah… Sorghum Stenches translates to circumstances. Sweet as. Grain murder= grandmother. Ladle Rat Rotten Hut – Little Red Riding Hood. ROFL.
Looking forward to next week. Yes, I’m actually looking forward to lectures 😛
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