presentation of research on construction of power through academic literacy in a Romanian University
drawing on works of David Barton, Roz Ivanic, Bordieu
This document discusses the benefits of using different types of literature in language teaching, including short stories, poems, novels, plays, and song lyrics. It outlines several key benefits such as:
1) Literature provides authentic materials that engage learners cognitively and emotionally.
2) Literary texts can expand language awareness by examining sophisticated language examples.
3) Learners can make personal connections that increase involvement and interpretation.
Communicative competence refers to the ability to communicate effectively and involves several competencies. It includes grammatical competence involving language rules, discourse competence involving coherent texts, pragmatic competence involving context-appropriate language, and strategic competence involving communication strategies. Being communicatively competent means having the skills to convey one's intended message. Teaching should focus on developing all competencies together through authentic language use involving listening, speaking, reading and writing.
This paper presents the outcomes of a research project aimed at analyzing the design (concept, idealization and form) of two Virtual Learning Environments (VLEs), from the perspective of Bakhtin’s architectural form[1] with the contributions of the Multiliteracies Pedagogy[2], the didactic models of VLEs[3], the concept of Multimodality[4] and Remediation[5].
In the analysis we sought to understand how it configures the design of two VLEs with their tools, how the design of a tool can collaborate for the use of different semiosis and how the concepts of Multimodality and Remidiation contributed to these analyzes. Grounded in Bakhtin's theory of architectural form, we understood that the dimensions of the genre practiced in the VLEs are directly related to their designs, their architectural embodiment defended as the design of a VLE, which can be the agent of Multiliteracies, can provide or not flexibility for achieving multisemiotic genre, common from the contemporary world.
Also part of our theoretical lenses, we observed the acts of Remediation, the representation of a medium by another, from the traditional classroom environment to the digital one, which we still found the influence of the traditional presence-based school in the concept, idealization and form of the VLEs. Reflecting a tendency to conventionalization of standards based on the traditional classroom teaching curriculum, offering to one of the virtual learning environment analyzed with only alphabetic texts, which held much of student interaction to information, which due to its design, little space is left for multimodal communication. We also observed that the acts of Remediation for the design of this VLE, which was based on the traditional class, or in the relations of time and space (and power) of the 1.0 school, generating an architectural embodiment of the traditional school represented by its conventional genres and school literacies.
The second VLE in its architectural whole, we observed that the design model provides tools for the use of different language modes - text, graphics, sound, with static and dynamic images with an easy communication/interaction with other technological means. Its structure is based on the model of social networks, proposing a much more interactive learning process, and dialogical construction of collaborative intelligence distributed to different communities across the world.
We concluded that VLEs must in their design, provide different transformations in the mode of interaction with learning to establish a renewed sense of the past and creating new future directions, which approximate the reality experienced by the contemporary citizens and their new modes of meaning.
Communicative competence refers to an individual's ability to communicate effectively and appropriately based on the social context. It involves four elements: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Grammatical competence is knowledge of grammar rules, sociolinguistic competence is understanding appropriate language use based on social context, discourse competence is coherent language use across sentences, and strategic competence is adapting language when needed due to communication issues.
This document discusses the traditional approach to teaching literature, where learners explore the social, political, literary, and historical context of texts. This represents how literature can increase understanding of different cultures and ideologies while developing perceptions of feelings and art. The pros are that it helps learners comprehend other cultures and ideologies, appreciate diversity, and gain cultural insight. However, it is largely rejected in TEFL as it tends to be teacher-centered with little language practice, keeps students detached from the text and language, and misses intertextual references. An example provided is analyzing Dr. Jekyll and Mr. Hyde based on its social context of the characters' occupations and the historical setting in the 19th century.
Approaches to teaching literature in efl classroomsAprilianty Wid
This document summarizes a study on the use of literature in teaching English as a foreign language. It discusses different approaches to teaching literature, including the language model, cultural model, and personal growth model. The study involved surveying 47 Romanian university students on their attitudes towards reading literature, the difficulty of texts, and relevance for exams. Results showed most students had a positive attitude towards reading but found texts difficult and not always relevant. The study concluded literature is important for language and cultural learning and teachers should use more interactive methods to increase student engagement.
Critical Perspective on Language and DiscourseRasila Jambucha
The document discusses language and discourse. It defines language as the method of human communication, either spoken or written, using words in a structured and conventional way. Discourse is defined as a system of thoughts composed of ideas, attitudes, and courses of action that construct the subject and meaning of words. The document examines language as a way to interact and communicate with others, expressing thoughts and living culture. It also explores discourse as the study of how language is used in context and situations, and how discourse analysis examines texts and the factors involved. The conclusion discusses how language and discourse evolve over time to describe new understandings but are also associated with power and ideology.
The document discusses discourse competence, which is defined as the ability to understand, create, and develop forms of language longer than sentences with appropriate cohesion, coherence, and organization. It examines how discourse competence emerged as a goal in language teaching and models proposed by scholars. Key aspects of discourse competence include cohesion, coherence, rhetorical effectiveness, and thematic organization. The document also provides examples of exercises to develop discourse competence and innovations such as content-based language teaching and contrastive rhetoric.
This document discusses the benefits of using different types of literature in language teaching, including short stories, poems, novels, plays, and song lyrics. It outlines several key benefits such as:
1) Literature provides authentic materials that engage learners cognitively and emotionally.
2) Literary texts can expand language awareness by examining sophisticated language examples.
3) Learners can make personal connections that increase involvement and interpretation.
Communicative competence refers to the ability to communicate effectively and involves several competencies. It includes grammatical competence involving language rules, discourse competence involving coherent texts, pragmatic competence involving context-appropriate language, and strategic competence involving communication strategies. Being communicatively competent means having the skills to convey one's intended message. Teaching should focus on developing all competencies together through authentic language use involving listening, speaking, reading and writing.
This paper presents the outcomes of a research project aimed at analyzing the design (concept, idealization and form) of two Virtual Learning Environments (VLEs), from the perspective of Bakhtin’s architectural form[1] with the contributions of the Multiliteracies Pedagogy[2], the didactic models of VLEs[3], the concept of Multimodality[4] and Remediation[5].
In the analysis we sought to understand how it configures the design of two VLEs with their tools, how the design of a tool can collaborate for the use of different semiosis and how the concepts of Multimodality and Remidiation contributed to these analyzes. Grounded in Bakhtin's theory of architectural form, we understood that the dimensions of the genre practiced in the VLEs are directly related to their designs, their architectural embodiment defended as the design of a VLE, which can be the agent of Multiliteracies, can provide or not flexibility for achieving multisemiotic genre, common from the contemporary world.
Also part of our theoretical lenses, we observed the acts of Remediation, the representation of a medium by another, from the traditional classroom environment to the digital one, which we still found the influence of the traditional presence-based school in the concept, idealization and form of the VLEs. Reflecting a tendency to conventionalization of standards based on the traditional classroom teaching curriculum, offering to one of the virtual learning environment analyzed with only alphabetic texts, which held much of student interaction to information, which due to its design, little space is left for multimodal communication. We also observed that the acts of Remediation for the design of this VLE, which was based on the traditional class, or in the relations of time and space (and power) of the 1.0 school, generating an architectural embodiment of the traditional school represented by its conventional genres and school literacies.
The second VLE in its architectural whole, we observed that the design model provides tools for the use of different language modes - text, graphics, sound, with static and dynamic images with an easy communication/interaction with other technological means. Its structure is based on the model of social networks, proposing a much more interactive learning process, and dialogical construction of collaborative intelligence distributed to different communities across the world.
We concluded that VLEs must in their design, provide different transformations in the mode of interaction with learning to establish a renewed sense of the past and creating new future directions, which approximate the reality experienced by the contemporary citizens and their new modes of meaning.
Communicative competence refers to an individual's ability to communicate effectively and appropriately based on the social context. It involves four elements: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Grammatical competence is knowledge of grammar rules, sociolinguistic competence is understanding appropriate language use based on social context, discourse competence is coherent language use across sentences, and strategic competence is adapting language when needed due to communication issues.
This document discusses the traditional approach to teaching literature, where learners explore the social, political, literary, and historical context of texts. This represents how literature can increase understanding of different cultures and ideologies while developing perceptions of feelings and art. The pros are that it helps learners comprehend other cultures and ideologies, appreciate diversity, and gain cultural insight. However, it is largely rejected in TEFL as it tends to be teacher-centered with little language practice, keeps students detached from the text and language, and misses intertextual references. An example provided is analyzing Dr. Jekyll and Mr. Hyde based on its social context of the characters' occupations and the historical setting in the 19th century.
Approaches to teaching literature in efl classroomsAprilianty Wid
This document summarizes a study on the use of literature in teaching English as a foreign language. It discusses different approaches to teaching literature, including the language model, cultural model, and personal growth model. The study involved surveying 47 Romanian university students on their attitudes towards reading literature, the difficulty of texts, and relevance for exams. Results showed most students had a positive attitude towards reading but found texts difficult and not always relevant. The study concluded literature is important for language and cultural learning and teachers should use more interactive methods to increase student engagement.
Critical Perspective on Language and DiscourseRasila Jambucha
The document discusses language and discourse. It defines language as the method of human communication, either spoken or written, using words in a structured and conventional way. Discourse is defined as a system of thoughts composed of ideas, attitudes, and courses of action that construct the subject and meaning of words. The document examines language as a way to interact and communicate with others, expressing thoughts and living culture. It also explores discourse as the study of how language is used in context and situations, and how discourse analysis examines texts and the factors involved. The conclusion discusses how language and discourse evolve over time to describe new understandings but are also associated with power and ideology.
The document discusses discourse competence, which is defined as the ability to understand, create, and develop forms of language longer than sentences with appropriate cohesion, coherence, and organization. It examines how discourse competence emerged as a goal in language teaching and models proposed by scholars. Key aspects of discourse competence include cohesion, coherence, rhetorical effectiveness, and thematic organization. The document also provides examples of exercises to develop discourse competence and innovations such as content-based language teaching and contrastive rhetoric.
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
This document discusses the beneficial functions of poetry for second language learning. It argues that poetry can develop students' second language complexity through activities like reading and writing poetry. Poetry conveys meaning through unique features like grammar, vocabulary, registers, and themes not often addressed in textbooks. It also motivates learners by involving them in personal creative processes. The document provides examples of how poetry illustrates these concepts and recommends including poetry in language classrooms, particularly highly constrained forms, which force learners to stretch their skills through formal requirements.
Florendo, melania approaches in teaching language& literatureMelaniaAbajaFlorendo
This document discusses different approaches to using literature with language learners:
1. The language-based approach uses literary texts as a tool to build language skills rather than focusing solely on literary analysis. It provides stimulating language activities that allow students to appreciate literary texts on a deeper level.
2. The stylistic approach involves close analysis of linguistic features in a text to understand how meaning is conveyed and arrive at interpretations. It helps students use their language knowledge to understand literature while expanding their overall language awareness.
3. The paraphrastic approach simplifies texts through paraphrasing, simplifying language, or translation to make the original meaning clearer.
The document also discusses using literature as content to teach about
Communicative Language Teaching originated in the 1970s as educators and linguists grew dissatisfied with previous methods like audiolingualism and grammar translation. It focuses on developing students' communicative competence, including linguistic competence, socio-linguistic competence, discourse competence, and strategic competence. Teachers set up meaningful, real-world situations where students are motivated to communicate and use language interactively and appropriately within social contexts. The teacher acts as a guide while students do most of the speaking. Functional communication activities and social interactions like conversations, discussions, dialogues and role-plays are used.
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
Communicative competence refers to the ability to convey and interpret messages within social contexts. It includes pragmatic competence, or knowledge of how to use language appropriately in different social situations. A document discusses the components of communicative competence, which include linguistic, discourse, strategic, sociolinguistic, and sociocultural competence. It also discusses communicative language teaching and task-based instruction, which focus on developing learners' real-world communication abilities.
Communicative competence has been studied for decades and focuses on the social and cultural aspects of communicating in a second language. It was first coined by Dell Hymes in 1972 as going beyond Chomsky's view of linguistic competence. James Cummins later proposed distinguishing between cognitive academic language proficiency and basic interpersonal communication skills. Canale and Swain's 1983 definition of communicative competence included four subcategories: grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. Functions of language are the purposes accomplished through communication, such as stating, requesting, responding, greeting, and parting.
Literature should be taught in EFL classrooms for several reasons:
1) It provides authentic language input that exposes learners to real-world language use and helps develop their interpretive abilities.
2) Studying literature enhances critical thinking skills as learners analyze multiple meanings and perspectives.
3) Literary texts enrich culture learning by depicting society and communication across different contexts.
4) Literature encourages language acquisition by presenting language in meaningful, contextualized ways similar to first language learning.
This document outlines the curriculum for the Reading and Writing Skills core subject for senior high school students in the Philippines. It covers three main content areas: reading and thinking strategies across text types, text and context connections involving critical reading, and purposeful writing in disciplines and for professions. Some key learning competencies include identifying claims, patterns of development, and properties of well-written texts, as well as composing various types of academic writing and professional correspondence. The curriculum is intended to further develop students' reading and writing abilities as applied to various materials beyond just poetry, fiction, and drama.
1) Knowing a word involves understanding its probability of occurrence, associated words, and syntactic behavior.
2) A word's meaning depends on context, including variations based on function, situation, and register.
3) The goal of vocabulary teaching is more than memorizing words; it requires understanding a word's semantic value, meanings, and relationships to other words in the language system.
Literature and Culture. Strategies to overcome cultural problems in language ...Sabikaa
Using Literature in language classroom. Text selection and Problems while teching literature in language classroom. Impact of culture on literature. Strategies and solutions to overcome problems cultural problems
The document discusses the stylistic approach to teaching literature. It states that with this approach, students take an active role in interacting with, examining, and evaluating the language of texts to interpret meanings intuitively using linguistic features and literary theories. This helps students understand literature's use of language from their own perspective. A stylistic analysis enhances communicative competence as students directly work with the foreign language. When students analyze texts from their own views, they also learn to use language in everyday life.
PowerpointTEACHING VOCABULARY THROUGH POETRY IN AN EFL CLASSROOMPatcharee Songsan
This document discusses a research study on teaching vocabulary through poetry in an EFL classroom. The study aimed to determine if students enhance more extensive vocabulary knowledge through poetry-based activities compared to traditional coursebook activities. It also examined differences between male and female students' vocabulary test scores. The study involved 48 7th grade students exposed to poems containing target vocabulary over 5 lessons, compared to a control group learning from coursebooks. The study hypothesized that poetry activities would enhance vocabulary more than traditional activities, and found no significant gender differences in vocabulary scores. It concluded poetry is an effective tool for teaching vocabulary in an EFL classroom.
The document discusses the structural syllabus approach to language teaching. It defines the structural syllabus as one that focuses on the grammatical and structural aspects of a language by analyzing and isolating language elements. This approach believes that functional language ability arises from structural knowledge. The summary then lists some key characteristics of the structural syllabus, including that it focuses on language form and traditional grammatical classifications. It also notes both positive characteristics, such as serving as a basis for learner self-correction, and negative characteristics, such as lack of applicability and transferability of structural knowledge alone.
This document discusses using literature in language learning and describes two main approaches: a language-based approach and using literature as content. It focuses on the language-based approach and stylistic analysis. With this approach, literary texts are analyzed closely to understand how linguistic features convey meaning and help students interpret the text. Stylistic analysis uses familiar grammatical terms and procedures to help students appreciate literature and expand their language knowledge. The document provides steps for identifying linguistic features in a text and developing questions to help students analyze and understand the text based on those features.
Communicative competence enables conveying and interpreting messages within contexts. It has four aspects: discourse, grammatical, strategic, and sociolinguistic. Language serves seven functions: instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. Notional-functional syllabuses organize curricula around notions and functions. Conversation analysis examines language forms and functions. Pragmatics studies how context contributes to meaning. Gender differences in language use include females expressing more uncertainty while males interrupt more. Nonverbal communication conveys wordless messages through kinesics, proxemics, artifacts, kinesthetics, and olfactory dimensions in culturally specific ways.
The document discusses using literature as a technique for teaching English language skills. It provides reasons for incorporating literature such as exposing students to authentic materials, facilitating cultural understanding, and enriching students' language skills. Literature can foster personal involvement from students. The document also outlines criteria for selecting literary texts, such as matching students' language level and interests. It explores how literature can be used to teach reading, writing, listening and speaking skills in an integrated way.
The document discusses communicative competence theory proposed by Hymes in contrast with Chomsky's linguistic competence theory. Hymes argued that competence involves not just grammatical knowledge but also sociocultural knowledge to use language appropriately in different contexts. He coined the term "communicative competence" to emphasize that language learning must involve actual communication skills, not just grammatical accuracy. This shifted the field's perspective and led to the development of communicative language teaching, which focuses on providing opportunities for authentic communication using meaningful tasks and feedback to develop students' sociolinguistic skills.
The document discusses English language competencies from the perspective of a modernized curriculum. It begins by outlining the presentation's objectives, which include discussing the modernized curriculum, the Common European Framework of Reference, and the European Language Portfolio. It then defines key terms like content, objectives, and competencies. The bulk of the document focuses on the Common European Framework, outlining its structure, descriptive scheme, common reference levels, and competencies. It also discusses the European Language Portfolio and its three parts: language passport, biography, and dossier. In under 3 sentences.
This document discusses the prerequisites for learning literary theories through an exploratory analysis. It begins by noting that education today emphasizes producing open-minded, dynamic, innovative human resources who can utilize knowledge effectively. Traditional literature teaching approaches have been replaced with more modern student-centered approaches. The document then explores some issues related to teaching literary theory/criticism, such as lack of understanding, participation and motivation among students. It argues that understanding the origins and essence of criticism can help address why students struggle. Finally, it notes that teaching literary theory provides a basis for analyzing literature critically and developing students' personalities in a holistic way.
68 En glish Journal 103.4 (2014) 68– 75wanted to write a.docxtaishao1
68 En glish Journal 103.4 (2014): 68– 75
wanted to write a darn story/poem/play) never
meant to convey. Some students fall in between—
either trusting teachers to have a reliable method,
or not particularly caring how we do it. While I
don’t mind being thought to possess some magical
second sight, these (mis)perceptions all disturb me
because I care more about students’ mastering the
hows than about any of the whats, more that they
can interpret a text than that they can recall the
literacy motif in The Tempest.
Like most En glish teachers, I often use ap-
prenticeship to build students’ interpretive skills,
using class discussions and modeling to offer “sup-
ported interaction with people [namely, me] who
have already mastered the Discourse” of En glish
studies (Gee, “Literacy” 7). James Paul Gee distin-
guishes apprenticeship from learning, which en-
tails meta- level language and cognition as students
recognize and have language for the knowledge
they are acquiring (“What”). Apprenticeship is ef-
fective in many ways, but it asks students to fake
their way through literary analysis by groping for
the kinds of language and thinking they have heard
from (perceived) genuine literary analysts (e.g., the
teacher and perhaps savvy classmates). This im-
provisation using inadequate materials, which Gee
calls “mushfake,” David Bartholomae calls “invent-
ing the university,” and my students call “fake it ’til
you make it,” goes only so far in developing critical
and analytical reading skills. My students deserve
to be explicitly taught the distinctive practices of
En glish studies in a way that adds learning to ap-
prenticeship by offering meta- level language and
thinking beyond literary terms and the like.
n recent years, professional influ-
ences on all sides have pressed me to
put my students in the driver’s seat,
making them more active in their
own learning, giving them more voice and choice
in their work, and developing skills that will ben-
efit them well beyond my classroom. And I’ve done
pretty well, I think— I’ve increased the emphasis
on research; created flexible, problem- based assign-
ments with multimodal products; improved the bal-
ance between writing and literature. But the better
I felt about how my writing instruction addressed
21st- century skills, the worse I felt about my litera-
ture instruction. My students came to understand
texts and explain the meaning they found there, but I
knew something was missing. The skills they gained
in using textual details to make meaning seemed to
start after that key first step: deciding which textual
elements were notable. I had to admit that most of
the time, I gathered (or pointed the way to) the raw
materials— passages, images, and patterns— and
then my students constructed meaning from them.
But that’s not enough; if I’m committed to teaching
the skills of literary study in addition to the content,
I have to go all the way.
Students’ .
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
This document discusses the beneficial functions of poetry for second language learning. It argues that poetry can develop students' second language complexity through activities like reading and writing poetry. Poetry conveys meaning through unique features like grammar, vocabulary, registers, and themes not often addressed in textbooks. It also motivates learners by involving them in personal creative processes. The document provides examples of how poetry illustrates these concepts and recommends including poetry in language classrooms, particularly highly constrained forms, which force learners to stretch their skills through formal requirements.
Florendo, melania approaches in teaching language& literatureMelaniaAbajaFlorendo
This document discusses different approaches to using literature with language learners:
1. The language-based approach uses literary texts as a tool to build language skills rather than focusing solely on literary analysis. It provides stimulating language activities that allow students to appreciate literary texts on a deeper level.
2. The stylistic approach involves close analysis of linguistic features in a text to understand how meaning is conveyed and arrive at interpretations. It helps students use their language knowledge to understand literature while expanding their overall language awareness.
3. The paraphrastic approach simplifies texts through paraphrasing, simplifying language, or translation to make the original meaning clearer.
The document also discusses using literature as content to teach about
Communicative Language Teaching originated in the 1970s as educators and linguists grew dissatisfied with previous methods like audiolingualism and grammar translation. It focuses on developing students' communicative competence, including linguistic competence, socio-linguistic competence, discourse competence, and strategic competence. Teachers set up meaningful, real-world situations where students are motivated to communicate and use language interactively and appropriately within social contexts. The teacher acts as a guide while students do most of the speaking. Functional communication activities and social interactions like conversations, discussions, dialogues and role-plays are used.
Communicative competence refers to an individual's knowledge and ability to use language appropriately in social contexts. It was proposed by Hymes as an expansion of Chomsky's notions of linguistic competence and performance. Hymes argued that communicative competence includes not just knowledge of grammar but also sociocultural knowledge necessary for effective communication. It encompasses grammatical, sociolinguistic, discourse and strategic competencies. Later theorists like Canale and Swain, and Bachman further developed and categorized the dimensions of communicative competence.
Communicative competence refers to the ability to convey and interpret messages within social contexts. It includes pragmatic competence, or knowledge of how to use language appropriately in different social situations. A document discusses the components of communicative competence, which include linguistic, discourse, strategic, sociolinguistic, and sociocultural competence. It also discusses communicative language teaching and task-based instruction, which focus on developing learners' real-world communication abilities.
Communicative competence has been studied for decades and focuses on the social and cultural aspects of communicating in a second language. It was first coined by Dell Hymes in 1972 as going beyond Chomsky's view of linguistic competence. James Cummins later proposed distinguishing between cognitive academic language proficiency and basic interpersonal communication skills. Canale and Swain's 1983 definition of communicative competence included four subcategories: grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. Functions of language are the purposes accomplished through communication, such as stating, requesting, responding, greeting, and parting.
Literature should be taught in EFL classrooms for several reasons:
1) It provides authentic language input that exposes learners to real-world language use and helps develop their interpretive abilities.
2) Studying literature enhances critical thinking skills as learners analyze multiple meanings and perspectives.
3) Literary texts enrich culture learning by depicting society and communication across different contexts.
4) Literature encourages language acquisition by presenting language in meaningful, contextualized ways similar to first language learning.
This document outlines the curriculum for the Reading and Writing Skills core subject for senior high school students in the Philippines. It covers three main content areas: reading and thinking strategies across text types, text and context connections involving critical reading, and purposeful writing in disciplines and for professions. Some key learning competencies include identifying claims, patterns of development, and properties of well-written texts, as well as composing various types of academic writing and professional correspondence. The curriculum is intended to further develop students' reading and writing abilities as applied to various materials beyond just poetry, fiction, and drama.
1) Knowing a word involves understanding its probability of occurrence, associated words, and syntactic behavior.
2) A word's meaning depends on context, including variations based on function, situation, and register.
3) The goal of vocabulary teaching is more than memorizing words; it requires understanding a word's semantic value, meanings, and relationships to other words in the language system.
Literature and Culture. Strategies to overcome cultural problems in language ...Sabikaa
Using Literature in language classroom. Text selection and Problems while teching literature in language classroom. Impact of culture on literature. Strategies and solutions to overcome problems cultural problems
The document discusses the stylistic approach to teaching literature. It states that with this approach, students take an active role in interacting with, examining, and evaluating the language of texts to interpret meanings intuitively using linguistic features and literary theories. This helps students understand literature's use of language from their own perspective. A stylistic analysis enhances communicative competence as students directly work with the foreign language. When students analyze texts from their own views, they also learn to use language in everyday life.
PowerpointTEACHING VOCABULARY THROUGH POETRY IN AN EFL CLASSROOMPatcharee Songsan
This document discusses a research study on teaching vocabulary through poetry in an EFL classroom. The study aimed to determine if students enhance more extensive vocabulary knowledge through poetry-based activities compared to traditional coursebook activities. It also examined differences between male and female students' vocabulary test scores. The study involved 48 7th grade students exposed to poems containing target vocabulary over 5 lessons, compared to a control group learning from coursebooks. The study hypothesized that poetry activities would enhance vocabulary more than traditional activities, and found no significant gender differences in vocabulary scores. It concluded poetry is an effective tool for teaching vocabulary in an EFL classroom.
The document discusses the structural syllabus approach to language teaching. It defines the structural syllabus as one that focuses on the grammatical and structural aspects of a language by analyzing and isolating language elements. This approach believes that functional language ability arises from structural knowledge. The summary then lists some key characteristics of the structural syllabus, including that it focuses on language form and traditional grammatical classifications. It also notes both positive characteristics, such as serving as a basis for learner self-correction, and negative characteristics, such as lack of applicability and transferability of structural knowledge alone.
This document discusses using literature in language learning and describes two main approaches: a language-based approach and using literature as content. It focuses on the language-based approach and stylistic analysis. With this approach, literary texts are analyzed closely to understand how linguistic features convey meaning and help students interpret the text. Stylistic analysis uses familiar grammatical terms and procedures to help students appreciate literature and expand their language knowledge. The document provides steps for identifying linguistic features in a text and developing questions to help students analyze and understand the text based on those features.
Communicative competence enables conveying and interpreting messages within contexts. It has four aspects: discourse, grammatical, strategic, and sociolinguistic. Language serves seven functions: instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. Notional-functional syllabuses organize curricula around notions and functions. Conversation analysis examines language forms and functions. Pragmatics studies how context contributes to meaning. Gender differences in language use include females expressing more uncertainty while males interrupt more. Nonverbal communication conveys wordless messages through kinesics, proxemics, artifacts, kinesthetics, and olfactory dimensions in culturally specific ways.
The document discusses using literature as a technique for teaching English language skills. It provides reasons for incorporating literature such as exposing students to authentic materials, facilitating cultural understanding, and enriching students' language skills. Literature can foster personal involvement from students. The document also outlines criteria for selecting literary texts, such as matching students' language level and interests. It explores how literature can be used to teach reading, writing, listening and speaking skills in an integrated way.
The document discusses communicative competence theory proposed by Hymes in contrast with Chomsky's linguistic competence theory. Hymes argued that competence involves not just grammatical knowledge but also sociocultural knowledge to use language appropriately in different contexts. He coined the term "communicative competence" to emphasize that language learning must involve actual communication skills, not just grammatical accuracy. This shifted the field's perspective and led to the development of communicative language teaching, which focuses on providing opportunities for authentic communication using meaningful tasks and feedback to develop students' sociolinguistic skills.
The document discusses English language competencies from the perspective of a modernized curriculum. It begins by outlining the presentation's objectives, which include discussing the modernized curriculum, the Common European Framework of Reference, and the European Language Portfolio. It then defines key terms like content, objectives, and competencies. The bulk of the document focuses on the Common European Framework, outlining its structure, descriptive scheme, common reference levels, and competencies. It also discusses the European Language Portfolio and its three parts: language passport, biography, and dossier. In under 3 sentences.
This document discusses the prerequisites for learning literary theories through an exploratory analysis. It begins by noting that education today emphasizes producing open-minded, dynamic, innovative human resources who can utilize knowledge effectively. Traditional literature teaching approaches have been replaced with more modern student-centered approaches. The document then explores some issues related to teaching literary theory/criticism, such as lack of understanding, participation and motivation among students. It argues that understanding the origins and essence of criticism can help address why students struggle. Finally, it notes that teaching literary theory provides a basis for analyzing literature critically and developing students' personalities in a holistic way.
68 En glish Journal 103.4 (2014) 68– 75wanted to write a.docxtaishao1
68 En glish Journal 103.4 (2014): 68– 75
wanted to write a darn story/poem/play) never
meant to convey. Some students fall in between—
either trusting teachers to have a reliable method,
or not particularly caring how we do it. While I
don’t mind being thought to possess some magical
second sight, these (mis)perceptions all disturb me
because I care more about students’ mastering the
hows than about any of the whats, more that they
can interpret a text than that they can recall the
literacy motif in The Tempest.
Like most En glish teachers, I often use ap-
prenticeship to build students’ interpretive skills,
using class discussions and modeling to offer “sup-
ported interaction with people [namely, me] who
have already mastered the Discourse” of En glish
studies (Gee, “Literacy” 7). James Paul Gee distin-
guishes apprenticeship from learning, which en-
tails meta- level language and cognition as students
recognize and have language for the knowledge
they are acquiring (“What”). Apprenticeship is ef-
fective in many ways, but it asks students to fake
their way through literary analysis by groping for
the kinds of language and thinking they have heard
from (perceived) genuine literary analysts (e.g., the
teacher and perhaps savvy classmates). This im-
provisation using inadequate materials, which Gee
calls “mushfake,” David Bartholomae calls “invent-
ing the university,” and my students call “fake it ’til
you make it,” goes only so far in developing critical
and analytical reading skills. My students deserve
to be explicitly taught the distinctive practices of
En glish studies in a way that adds learning to ap-
prenticeship by offering meta- level language and
thinking beyond literary terms and the like.
n recent years, professional influ-
ences on all sides have pressed me to
put my students in the driver’s seat,
making them more active in their
own learning, giving them more voice and choice
in their work, and developing skills that will ben-
efit them well beyond my classroom. And I’ve done
pretty well, I think— I’ve increased the emphasis
on research; created flexible, problem- based assign-
ments with multimodal products; improved the bal-
ance between writing and literature. But the better
I felt about how my writing instruction addressed
21st- century skills, the worse I felt about my litera-
ture instruction. My students came to understand
texts and explain the meaning they found there, but I
knew something was missing. The skills they gained
in using textual details to make meaning seemed to
start after that key first step: deciding which textual
elements were notable. I had to admit that most of
the time, I gathered (or pointed the way to) the raw
materials— passages, images, and patterns— and
then my students constructed meaning from them.
But that’s not enough; if I’m committed to teaching
the skills of literary study in addition to the content,
I have to go all the way.
Students’ .
This document discusses genre analysis and its application to academic writing. It provides an overview of different frameworks for analyzing genres, including focusing on communicative purposes, rhetorical needs, or language functions. The document also examines genres in different fields, such as narratives in history writing. Historians write arguments through narrating events from different points of view. Students are often taught to reproduce "correct" answers rather than developing their own historical arguments, but should be encouraged to take their own stance and form autonomous interpretations of the past.
The document discusses various topics related to second language writing including:
1) The importance of taking a process approach to writing that views it as discovery and allows students to take risks and focus on fluency over accuracy.
2) The relationship between writing and culture and how writers' backgrounds influence their writing.
3) Different theoretical approaches to second language writing such as New Rhetoric, English for Specific Purposes, and Systemic Functional Linguistics.
This document discusses genre, text, and grammar as key concepts for teaching writing. It defines genre as a socially constructed type of writing with common structural and grammatical elements. A text is defined as any meaningful communication that can be recorded and analyzed. The document contrasts the differences between spoken and written language and presents four perspectives on language: context, genre, text, and grammar. It also discusses Martin's and Derewianka's models of genre and their focus on the social purpose and structure of different text types.
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
These slides provide research findings about academic identity provided by scholars. Researchers' findings, pedagogical implications, and a conclusion are all presented in the presentation.
The document discusses issues related to contrastive rhetoric and intercultural rhetoric in teaching writing to international students. It addresses the influence of students' first language and culture on their writing in a second language. While early contrastive rhetoric research overgeneralized differences between cultures, more recent scholarship recognizes diversity within and between cultures and the complexity of rhetorical influences. Teachers are advised to learn about students' varied writing experiences and backgrounds rather than assume differences based on their culture.
Authority And Invisibility Authorial Identity In Academic WritingAudrey Britton
The document discusses authorial identity in academic writing. It explores how writers construct credible representations of themselves through their use of language to align with disciplinary identities. The most visible manifestation of authorial identity is the use of first person pronouns like "I", but many second language writers feel uncomfortable using these forms that assert authority. The study examines the use of first person pronouns in undergraduate theses from Hong Kong students compared to research articles. It finds significant underuse of authorial reference by students who prefer avoiding forms that make arguments or claims, suggesting the individual identity implied by "I" may be problematic for many second language writers.
This document discusses rethinking approaches to teaching study skills. It presents three models: the study skills model which focuses on surface features and skills transfer; the academic socialization model which focuses on acculturating students into disciplinary discourses; and the academic literacies model which views literacy as social practices negotiated within institutions of power and identity. The academic literacies model has implications for more inclusive, emancipatory approaches interrogating dominant academic cultures and power relations. Dialogic frameworks are suggested to encourage negotiation of academic identities and practices.
Translingualism: Building a more Inclusive Writing CenterHaleyWilson22
This PowerPoint Presentation served as the outline for a workshop regarding inclusivity at the Gonzaga Writing Center which revolved around conversations based on complex ideas such as: the characterizations of language (English in particular), Eurocentric influences, and the role of the Writing Tutor in shaping not only architectural components of writing but individualism, voice, and opinion. This presentation started a greater conversation about the implementation of a solidarity statement.
This chapter discusses definitions of discourse and discourse analysis, including "little d" discourse referring to language in context and "big D" discourse as specialized language of social groups. It outlines structural and functional approaches to discourse analysis and describes various disciplines and main approaches. Context and models of communication are examined, including Hymes' 16 contextual features and Halliday's three parameters of context. The development of the concept of communicative competence from Hymes to Canale and Swain to Celce-Murcia is summarized.
This lesson plan aims to teach students about the poem "Ozymandias" by Percy Bysshe Shelley. It begins with motivating students by having them bring pictures representing their desired legacy. It then guides students through close reading and analysis of the poem, having them investigate words, discuss themes, and retell the story in a few sentences. The lesson concludes by having students reflect on their own legacy by writing an epitaph. The plan balances attention to both the literary content and language features to help students gain a deeper understanding of the text.
This document summarizes key concepts from a document about space, absence, and silence in legal education. It discusses how (1) space and absence are integral to regulating education, (2) regulation can erode learning by over-technifying the process, and (3) using shared learning spaces can improve regulation and education quality by treating students as responsible and imaginative. The document also analyzes different modalities of regulatory control and recommends a participative model where the regulator enhances quality through shared research and debate.
The International Baccalaureate Language A program focuses on developing students' skills in textual analysis and understanding how cultural contexts influence meaning. The two-year program encourages open-mindedness and critical thinking. It examines topics like language and mass communication, literature and contexts, and how formal elements create meaning. Students are assessed through written tasks, oral commentaries, and exams analyzing passages and literary works with consideration of production and reception contexts. The goal is to promote intercultural understanding by reflecting on different cultural practices and perspectives.
A Pedagogical Attempt At Integrating EFL Creative Writing Into An English-Med...Laurie Smith
This document summarizes a study that integrated creative writing into an English linguistics course for Chinese students. 110 short stories written by students were analyzed to examine how they applied linguistic concepts from the course. Three tendencies emerged in the stories: 1) strategic use of concepts like antonyms for tension, 2) tapping social references through word associations, and 3) unconventional or imaginative applications using techniques like metaphor. Six focal students who exemplified these tendencies were interviewed. The study aims to understand how the writing assignment facilitated students' knowledge construction and exploration of voice in an EFL context.
Computer conferencing—does it motivate EFL students? by Barbara Skinner and ...yoanamendez92
The document discusses a study that explored the effects of computer conferencing (CC) on the motivation of English as a Foreign Language (EFL) students. The study found that CC had noticeable positive effects on student motivation. Students reported that CC provided opportunities for real communication and a sense of community. It also improved their personal confidence and encouraged them to overcome writing apprehension. The study suggests these motivations contribute to supporting newer classifications of motivation in second language learning beyond traditional intrinsic/extrinsic and instrumental/integrative distinctions.
Alternative Assessment Directed Creative Writing For Intermediate Level Stud...Allison Koehn
This document discusses an alternative assessment technique of directed creative writing for intermediate Spanish language students. The technique aims to address difficulties students have engaging in writing in a foreign language. It involves developing discussion skills to facilitate the transition from speaking to writing. The technique consists of exercises to review grammar, peer and group revision, and coding of discourse structure and errors. Students are told they will write a short story together. Basic story elements are explained and students brainstorm ideas. Their resulting compositions have fewer errors and students respond positively to the exercise.
This document discusses using poetry as a cultural and cognitive base for teaching English as a foreign language. It argues that poetry expresses culture and can enhance language skills beyond just grammar. While current teaching methods focus too much on rules and memorization, poetry allows students to engage creatively with language and develop understanding of different cultures and meanings. The document advocates selecting poems from various cultures to teach language in a way that is locally relevant while also exposing students to global perspectives in a postmodern world. It suggests poetry can improve communicative skills if teachers facilitate interactive analysis of poetic techniques, meanings, and students' personal responses to texts.
Similar to constructing social power through academic literacy (20)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2.
The Power of Literacy
The limits of my language
mean the limits of my world.
Ludwig Wittgenstein
02/25/14
3.
The Power of Literacy
overview
introducing the research study
concepts and definitions
some texts in the academy
the essay : practices and texts
the language exercise: practices and texts
opening for alternatives
the power of literacy
02/25/14
4.
The Power of Literacy
introducing the research
RQ:
how is social power enacted
through academic literacy
Research:
qualitative
Co-researchers:
2nd year students languages
Data:
course generated & research
generated
Analytical frameworks:
02/25/14
ethnographic content analysis
CDA: textual analysis
5.
The Power of Literacy
concepts and definitions
literacy practices
General cultural ways of
utilizing written language
which people draw upon in
their lives
texts
Particular configurations of
institutionally available
literacy practices
social power
Relations of difference created
by unequal access to and
control over symbolic
resources
symbolic resources
knowledge, discourse, self
esteem; content, events &
roles
02/25/14
6.
The Power of Literacy
some texts in the academy
written texts
essays, compositions, translations, notes, literature
commentaries, analyses, seminar papers, term papers,
language exercises, paragraphs, exam papers, letters,
descriptions, ‘characterisations’
reading texts
classical fiction, poetry, biography/autobiography,
quotations, lecture notes, grammar/linguistics studies,
dictionary entries, literature in the area of
psychology/pedagogy
02/25/14
7.
The Power of Literacy
the essay : practices (I)
representations of essays
talent, cocktail of ideas, space of freedom
what is knowledge and how is new knowledge created
expectations of the teacher
‘be explicit’, ‘argument’, ‘be creative, ‘be
imaginative’
linguistically expressed in a way that does not
support students to make sense of it - discourse
of mystery
02/25/14
8.
The Power of Literacy
the essay : practices (II)
talk about literacy
task (very general, not inviting SS to draw on
critical competences, talk towards text/essay
bibliography, choice of topics), discussion (?
pre, while, post presentation, feedback (written,
oral, mark)
reduced, controlled by teacher, no new knowledge creation
encouraged, recognition literacy encouraged
as move in interaction
roles of teachers and students: how much, what
mainly teacher, mainly control and assessment
02/25/14
9.
The Power of Literacy
the essay: texts (I)
definition
The most general definitions of the essay refer to
texts in which a writer discusses ‘a topic’ and in
doing so s/he expresses ‘a point of view on that
topic’ (Ivanic, 1998: 114, Richards, Platt, Platt,
1992: 128-9).
02/25/14
10.
The Power of Literacy
the essay: texts (I)
purpose
instrumental (get marks, approval)/less
communicative (own opinion, point of view)
task and theme
only literature, text mediated representations of
the social world , ‘inside university’
structure and argument
show that no new knowledge is produced in most of
the cases, but ‘teacher talk’ is restituted: Ts
know what they say
02/25/14
11.
The Power of Literacy
the essay: texts (III)
identity and voice
SSs presence in the text not signaled, SS positioned
as restituters, within literary studies, not as
researchers
intertextuality
dialogue mostly with teacher written or teacher
indicated texts
Layout and semiotic mode
monolithic, exclusively verbal, handwritten, etc
02/25/14
12.
The Power of Literacy
findings
lack of alternatives
student disempowerment
attitude to knowledge/making: recognition
lack of critical position
lack of awareness of ‘outside university’
world/resources
02/25/14
13.
The Power of Literacy
the essay: a different definition (I)
Analysis of essay rhetoric brings to light
pathological forms of verbal restitution. The
essay writer reinstates the professorial word
through processes of levelling, reinterpretation
and de-contextualisation which point not to a
cultural apprenticeship at work, but to the logic
of acculturation. The typical essay is
characterised by a discourse of allusion and
ellipsis. This presupposes student complicity in
and through linguistic misunderstanding which
today defines the teaching relationship.
(Bordieu, 1994)
02/25/14
14.
The Power of Literacy
the essay: a different definition (II)
‘Indeed, there is nothing that he requires of the
language of students except that it ‘points to’ a
possible discourse, the complete knowledge and
comprehension of which lie with him alone. This applies
to the thoughts of particular authors, as well as to his
own ideas. Students adjust perfectly to this discourse
which can be read from hints, because it is necessarily
the lecturer, not the student, who is supposed to posses
the balance of the words unsaid. ’I don’t understand what
students write’, one academic admits. ’Or at least I get
the feeling I shouldn’t understand. Of course I do know
what they’re getting at because I know the last word in
the story – it’s the same story I told them. The sloppy
way they use technical terms is worrying, but we fill the
gaps.’
02/25/14
15.
The Power of Literacy
implications
when we think we teach reading and writing we do
much more than that
we introduce our students to a way to approach
and conceive knowledge
we tell them what constitutes knowledge and how
knowledge is to be produced
we create opportunities for them to position
themselves towards existing knowledge
we open or close ways of being and ways of
thinking
02/25/14
16.
The Power of Literacy
possible alternatives
project work?
other
02/25/14
17.
The Power of Literacy
discussions
questions
comments
02/25/14
Editor's Notes
when we think we teach reading and writing we do much more than that
we introduce our students to a way to approach and conceive knowledge
we tell them what constitutes knowledge and how knowledge is to be produced
we create opportunities for them to position themselves towards existing knowledge
we open or close ways of being and ways of thinking
Power in discourse
the control exercised by those in power over the contribution of non-powerful participants through imposing constraints: content (what is said or done), on relations (the social relations people enter when using language), on subject positions people use; how are the events defined (e.g lecture, exam) – what roles are available to people to take.
Power behin discourse
preferences for certain genres, lexical choice, graphical layout, topics, speech acts
Most of texts indicated or given by teacher: control over genres, topics, language
All texts are disembedded from social context and they all belong to the literacy specific for ‘educated’ people: only one type of literacy is privileged: through these texts, students are tolld what counnts as literacy and as knowledge