Literacy-Based Approach

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Literacy-Based Approach

• A Key to the Implementation of the 2004 English
  Curriculum

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Competence
Socio Cultural Comp.
Competence
Strategic
Discourse Competence
Actional Comp.
Linguistic Comp..
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Discourse Competence

• Communicative Competence
• The ability to participate in the creation of
  texts in different contexts.
• Text language used in context (spoken and
  written)

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To comprehend communicative competence

• One needs to understand
• What discourse is
• How discourse works
• How English texts work
• That communicative competence is discourse
  competence

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Why English Texts?

• We speak English to those who
• do not share our language
• do not share our way of thinking
• do not structure the texts (spoken and written)
  the way we do.
• create texts the English way.

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To communicate in English

• means to create English texts spoken and
  written
• we need English oracy and literacy.

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Being Literate

• Being able to participate in modern societies
  (Hammond et al. 1992)
• To participate, one needs language, spoken and
  written, in different contexts.
• To participate, one needs to communicate, or to
  create texts / discourse

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Literacy-based approach

• Collaborative efforts
• Encourages learners to be involved in texts
• Raises metalinguistic and metacommunicative
  awareness

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The key words

• Learning
• Experiences

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Literacy principles

1. Interpretation
2. Collaboration
3. Convention
4. Cultural knowledge

• 5. Problem
• solving
• 6. Reflection and
• self-reflection
• 7. Language use

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Interpretation

• Learners
• interpret reality, then
• transform reality into language.
• Interpret somebody elses interpretation.
• Constantly construe experiences

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Collaboration

• Learners speak and write for an audience.
• Learners listen and read by using their
  pre-existing knowledge.
• Learners collaborate in literacy events by taking
  different roles.

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Convention

• Sentence patterns, stress, intonation,
  punctuation
• English genres communicative purpose, text
  structure, linguistic features

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Cultural Knowledge

• Learners reflect on values and tradition about
  how to approach a text.
• Learners learn new ways of thinking, e.g. we
  encourage learners to write in analytic and
  speculative mode, not only reproductive mode.

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Problem solving

• Learners are constantly involved in
• figuring out the relationships between
• text and context.
• Given a situation, learners decide
• a. the genre
• b. language choice as text unfolds.

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Reflection

• Literacy is in principle metalinguistic activity
  it turns language into a object of awareness.
• In foreign language context, this is vital.
• It encourages critical reading who writes the
  text, what power is being exercised etc.
• Empowerment (life skills) as the ultimate goal of
  literacy.

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Language use

• Literacy requires knowledge of how language is
  used in spoken and written context to create
  discourse (Kern 200017)
• Learners need declarative and procedural
  knowledge.
• Teachers need to do scaffolding talks.

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Structural emphasis Communicative emphasis Literacy emphasis
Knowing Doing Doing and reflecting on doing in terms of knowing
Usage Use Usage/use relations
Language forms Language functions Form-functions relationship
Achievement (i.e. display of knowledge) Functional ability to communicate Communicative appropriateness informed by metacommunicative awareness
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Learning circle

• Two Cycles spoken and written
• Four stages
• a. building knowledge of the field
• b. modelling of texts
• c. joint construction
• d. independent construction

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Relating

• Literacy principles
• and
• Learning cycles and stages

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Building Knowledge of the Field

• Experiences
• Observation
• Discussion
• Exercises
• Hands on activities
• Etc.

• Principles
• Conventions grammar, vocabulary, punctuation,
  etc.
• Cultural Knowledge
• Collaboration
• Language Use

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Modelling of Texts

• Experiences
• Listening
• (spoken cycle)
• Reading
• (written cycle)

• Principles
• Interpreting
• Problem solving
• Convention
• Reflection
• Language use, etc.

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Joint Construction

• Experiences
• Speaking
• (spoken cycle)
• Writing
• (written cycle)

• Principles
• Collaboration
• Problem Solving
• Reflection
• Convention
• Cultural Knowledge
• Language use

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Independent Construction

• Experiences
• Choosing topics
• Communicative purpose
• Text structure
• Drafting
• Editing

• Principles
• Problem solving
• Convention
• Cultural Knowledge
• Reflection
• Collaboration
• Language Use

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Checking Achievement of Competence Standards

• Do learners comprehend passages, their
  communicative purposes, and structures?
• Do learners write short functional texts, and the
  expected genres?
• Do learners perform interactions?
• Do learners perform monologues?

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Who needs to attend to the model?

• Teachers
• Syllabus Writers
• Book Writers
• Curriculum Users

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Things to remember

• One circle lasts approximately 8 X 90 minutes,
  but It may vary.
• By focusing on one genre at a time, we integrate
  the development of the four skills.
• Learners should speak and read what they have
  heard, and write what they have read.

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Good Luck!

• hagustien_at_yahoo.com