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English curriculum studies 1 - Lecture 2
 

English curriculum studies 1 - Lecture 2

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Models of English teaching: Pedagogical approaches

Models of English teaching: Pedagogical approaches

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    English curriculum studies 1 - Lecture 2 English curriculum studies 1 - Lecture 2 Presentation Transcript

    • English Curriculum Studies 1 CLB018 / CLP408
      Lecture 2
      Models of English teaching:
      Pedagogical approaches
      Kelli McGraw
    • Write a statement in one sentence beginning: ‘The aims and purposes of secondary English (Years 8–12) are …’
      Consider:
      whothe learners are
      whatthey should learn
      and how.
      (tip: making brief notes justifying your statement will prepare you to complete Part A of Assignment 1)
    • Metalanguage for this topic
      Theorising:
      Paradigm
      Discourse
      Pedagogy
      Capital
      Curriculum issues:
      • Literacy practices
      • Multimodality
      • Learning outcomes
      • Literature vs. Texts
      Perhaps the greatest barrier to a paradigmshift is the reality of paradigm paralysis: the inability or refusal to see beyond the current models of thinking.
      Discourse = An institutionalised way of thinking, a social boundary defining what can be said about a specific topic.
    • More Metalanguage...
      “Discourses[‘unwritten rules about how something can be discussed’] do not offer neutral descriptions of the world. They actively shape the world in favour of certain viewpoints.” (Moon, 1992 ‘Literary Terms: A practical glossary’ p.36)
      Models of English teaching:
      Which discourses do you draw on?
    • Shifts in language and literature teaching: then and now
    • But...let’s not get stuck in binary oppositions! Read more this week:
      Charged with Meaning:
      Chapter 1 – what else is English ‘charged with’?
      Chapter 2 – ‘Post-Dartmouth’ in Australia (= 1966-2009)
      Chapter 3 – The Growth Model
      Bushell reading (on BB):
      • Skills
      • Cultural Heritage
      • Personal Growth
      • Socio-cultural
      • Critical Cultural
    • But...you’re already messing with my metalanguage!
      A: Identifying the significant schools of thought is the important part.
      Bushellused these labels:
      ‘Skills’, ‘Cultural Heritage’, ‘Personal Growth’, ‘Socio-cultural’ and ‘Critical Cultural’
       Can you match these with the discourses outlined previously?
    • www.polyvore.com
      What kind of English teacher do you want to be?
    • Our Homework
      The homework task for this week was to bring in a bag filled with FIVE artefacts that you think symbolise the kind of English teacher you want to be.
      What did you choose?
      Which discourses can you identify in your choices?
      Do you think you are ‘old fashioned’ in your approach after learning more about the history of how the English curriculum has developed?
      What have you discovered about what you value?
    • Finally, have you...
      Checked out Blackboard for CLB018?
      Obtained the text ‘Charged with Meaning’?
      Printed/saved the Bushell reading?
      Checked out our unit blog?
      http://englishteachinginoz.wordpress.com/
      Joined twitter (and ‘tweeted’)?