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English Curriculum Studies 1 CLB018 / CLP408<br />Lecture 2<br />Models of English teaching:<br />Pedagogical approaches<b...
Write a statement in one sentence beginning: ‘The aims and purposes of secondary English (Years 8–12) are …’<br />Consider...
Metalanguage for this topic<br />Theorising:<br />Paradigm<br />Discourse<br />Pedagogy<br />Capital<br />Curriculum issue...
Multimodality
Learning outcomes
Literature vs. Texts</li></ul>Perhaps the greatest barrier to a paradigmshift is the reality of paradigm paralysis: the in...
More Metalanguage...<br />“Discourses[‘unwritten rules about how something can be discussed’] do not offer neutral descrip...
Shifts in language and literature teaching: then and now<br />
But...let’s not get stuck in binary oppositions! Read more this week:<br />Charged with Meaning:<br />Chapter 1 – what els...
 Cultural Heritage
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English curriculum studies 1 - Lecture 2

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Models of English teaching: Pedagogical approaches

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  1. 1. English Curriculum Studies 1 CLB018 / CLP408<br />Lecture 2<br />Models of English teaching:<br />Pedagogical approaches<br />Kelli McGraw<br />
  2. 2. Write a statement in one sentence beginning: ‘The aims and purposes of secondary English (Years 8–12) are …’<br />Consider: <br />whothe learners are<br />whatthey should learn<br />and how.<br />(tip: making brief notes justifying your statement will prepare you to complete Part A of Assignment 1)<br />
  3. 3. Metalanguage for this topic<br />Theorising:<br />Paradigm<br />Discourse<br />Pedagogy<br />Capital<br />Curriculum issues:<br /><ul><li>Literacy practices
  4. 4. Multimodality
  5. 5. Learning outcomes
  6. 6. Literature vs. Texts</li></ul>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.<br />Discourse = An institutionalised way of thinking, a social boundary defining what can be said about a specific topic.<br />
  7. 7. More Metalanguage...<br />“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)<br />Models of English teaching:<br />Which discourses do you draw on?<br />
  8. 8. Shifts in language and literature teaching: then and now<br />
  9. 9. But...let’s not get stuck in binary oppositions! Read more this week:<br />Charged with Meaning:<br />Chapter 1 – what else is English ‘charged with’?<br />Chapter 2 – ‘Post-Dartmouth’ in Australia (= 1966-2009)<br />Chapter 3 – The Growth Model<br />Bushell reading (on BB):<br /><ul><li> Skills
  10. 10. Cultural Heritage
  11. 11. Personal Growth
  12. 12. Socio-cultural
  13. 13. Critical Cultural</li></li></ul><li>But...you’re already messing with my metalanguage!<br />A: Identifying the significant schools of thought is the important part.<br />Bushellused these labels:<br />‘Skills’, ‘Cultural Heritage’, ‘Personal Growth’, ‘Socio-cultural’ and ‘Critical Cultural’<br /> Can you match these with the discourses outlined previously?<br />
  14. 14. www.polyvore.com <br />What kind of English teacher do you want to be?<br />
  15. 15. Our Homework<br />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.<br />What did you choose?<br />Which discourses can you identify in your choices?<br />Do you think you are ‘old fashioned’ in your approach after learning more about the history of how the English curriculum has developed?<br />What have you discovered about what you value?<br />
  16. 16. Finally, have you...<br />Checked out Blackboard for CLB018?<br />Obtained the text ‘Charged with Meaning’?<br />Printed/saved the Bushell reading?<br />Checked out our unit blog?<br />http://englishteachinginoz.wordpress.com/<br />Joined twitter (and ‘tweeted’)?<br />
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