LANGUAGE AND MULTILITERACIES

  • View
    34

  • Download
    0

Embed Size (px)

DESCRIPTION

LANGUAGE AND MULTILITERACIES. EDUC1063 (2011) Group 7. GROUP 7. Pritchard, Sharine prisl008@mymail.unisa.edu.au Cobb, Victoria cobva001@mymail.unisa.edu.au Gillies-Smith, Hannah gilhy006@mymail.unisa.edu.au. Chosen texts. - PowerPoint PPT Presentation

Text of LANGUAGE AND MULTILITERACIES

  • LANGUAGE AND MULTILITERACIES

    EDUC1063 (2011)

    Group 7

  • GROUP 7

    Pritchard, Sharine prisl008@mymail.unisa.edu.au

    Cobb, Victoria cobva001@mymail.unisa.edu.au

    Gillies-Smith, Hannah gilhy006@mymail.unisa.edu.au

  • Education document - Belonging, Being and Becoming. The Early Years Learning Framework for Australia.

    Childrens book Tom goes to kindergarten by Margaret Wild and David Legge.

    Newspaper article - Advertiser 24/5/2010 Survey reveals low teacher morale.

    Video - 1952. Goofy Teachers are people.

  • Colour photos are randomly placed through the document depicting multiculturalism, engagement and staff / child relationships. The photos support the text and do not have labels or captions.The triangle diagram contains elements of the Early learning Framework, which are explained in more detail. Field The subject matter covers child development practices for children aged birth to five years.Tenor The BBB document focuses on educators, children, families and communities.Channel This document is available as a resource to all staff caring for young children. It can be accessed by hard copy or online.The BBB document shows evidence of childrens development and how educators can promote learning. The document is designed to make uniform guidelines, for educators to speak the same language and as a tool for educators which lead to a shared understanding among professionals.

    The document follows a holistic approach which recognises the mind, body and spirit (BBB p. 14). It explains the importance of learning through play as play can expand childrens thinking and enhance their desire to know and to learn (BBB, p. 15). Social and cultural beliefs underpin the document. The document serves a social purpose as it describes and explains ideas and expectations.The BBB document is classed as an information report because texts are used to store information about a class of things (Derewianka 2010, p.52). The document has classifications and subclasses, examines different components of child development and covers various aspects of function, behaviour and systems.The document is factual and precise. It is also informal and objective. Technical vocabulary is evident in words such as curriculum, diversity and pedagogies. There are many positive terms such as promote, encourage and engage.Dot points and bold headings simplify the readings. There is a specific use of colour to identify sections and highlight important information. The document is broken down into introductions, explanations, visions, reasoning, practices and desired outcomes.

  • OUTCOME 1: Children have a strong sense of IdentityChildren learn to interact in relation to others with care, empathy and respect.This is evident, for example,when children: show interest in other children and beingpart of a group engage in and contribute to shared playexperiences express a wide range of emotions, thoughtsand views constructively empathise with and express concern forothers display awareness of and respect for othersperspectives reflect on their actions and considerconsequences for othersEducators promote this learning,for example, when they: initiate one-to-one interactions withchildren, particularly babies and toddlers,during daily routines organise learning environments in waysthat promote small group interactions andplay experiences model care, empathy and respect forchildren, staff and families model explicit communication strategiesto support children to initiate interactionsand join in play and social experiences inways that sustain productive relationshipswith other children acknowledge childrens complexrelationships and sensitively intervenein ways that promote considerationof alternative perspectives and socialinclusion key noun groups verb groups

  • Tom goes to kindergarten by Margaret Wild and David LeggeTom is starting kindergarten and receives reassurance from parents and teacher.Mrs Kindergarten is the teacher who supports Toms family, who consists of mum, dad and baby, to introduce Tom to the kindergarten environment.The story is written into a narrative from an outside perspective, telling the reader of Toms transition to kindergarten.The whole family went to the kindergarten. Tom pushed open the gate, leaped up the steps and there waiting for him was Mrs kindergarten. Mrs Kindergarten showed Tom where to put his bag, and she found him two new friends.Key Noun groupsVerb groups

  • Mrs Kindergarten is portrayed as being warm, welcoming, caring and inviting. She is respectful of the parents, yet supportive of Tom as she sends the parents home. She helped Tom develop a daily routine and supported the open door policy to make transitions smooth.Pictures are drawn and basic. The pictures support the text and tell the story. There is repetition of colour, using yellow as a primary hue. Text and pictures support each other in building images in readers mind. The text is aimed at 3.5 year olds, supported by easy to follow words, sentences, and large pictures. The book is straightforward, using repetitive words. The text is a narrative as it tells a story. The reader is drawn to the plot. In the beginning, Toms parents do not have time for play. The middle encounters a complication as Toms parents experience the fun of kindy. The end reveals the solution that play can be done at home together.

  • AUSTRALIAN teachers overwhelmingly feel they are treated unprofessionally and lack valuable performance evaluation and development opportunities. A Grattan Institute publication released today, What Teachers Want: Better Teacher Management, also highlights Australia's failure to meet teaching evaluation standards set by other countries.Report author Dr Ben Jensen said teachers were crying out for substantial reform and believed both their effective and under-performing counterparts should be recognised."Teachers want what is best for students and they know that effective teaching is the most effective method to improve student outcomes," Dr Jensen said.The data came from a world-first Organisation for Economic Co-operation and Development Teaching and Learning International Survey of 90,000 teachers across 23 countries.It shows in Australia:MORE than 90 per cent of teachers report that the most effective teachers do not receive the greatest recognition.ONLY eight per cent of teachers believe they would receive any recognition if they improved the quality of their teaching.THE majority (63 per cent) feel teacher evaluation is done only because supervisors are obliged to do it.ABOUT 93 per cent report their school principal does not take steps to address persistently underperfoming teachers.Australia has the fourth-lowest percentage of teachers who believe they would achieve recognition for improving their quality of teaching or innovation.Only Belgium and Ireland are consistently below Australia's standard.Dr Jensen said most alarming was that teachers were not surprised by this data.The Australian Education Union said the training and development of teachers was grossly overlooked in Australia, with insufficient government funding to support professional up- skilling.AEU SA branch president Correna Haythorpe said teachers were often expected to fund their own training programs despite heightened performance standards.Dr Jensen said any workplace that did not recognise quality and innovation would lose its most effective people.

    Survey reveals low teacher morale

    Key noun groupVerb groups

  • The articles tenor is a lack of support from the Australian Government to meet teaching evaluation standards and to provide training for teachers. Australian teachers overwhelmingly feel they are treated unprofessionally and lack valuable performance evaluation and development opportunities (The Advertiser 2010). Language is being used in the article to challenge power.There are many professional sources including Dr Ben Jensen and Correna Haythorpe. Organisations and publications support the article, as well as an International Survey of 90,000 teachers (The Advertiser 2010). These influential sources support the views of the majority of teachers.Written as newspaper article to reach a larger audience to make it a public concern.Argument The article is written to draw attention to, and understand teachers needs. It backs up assertions with statistics and facts. Positions are formulated, Report author Dr Ben Jensen said teachers were crying out for substantial reform and believed both their effective and under-performing counterparts should be recognised (The Advertiser, 2010). The article is structured and written in past tense. There is a specific use of professional terminology with words such as substantial, reforms and counterparts. Persuasive text The article includes analysis, interpretation, and evaluation of the world around us. ReportThe article is also a report as it contains factual information.

  • Goofy - Teachers Are PeopleA short film from 1952 about being a teacher Goofy is portraying the teacher. A class of students are involved, but the video focuses on the behaviour of one student, Goerge. A parent has a small role near the end.The narrator was the channel as he told the story in an older deep voice, with a set tone. The video is a simple old fashioned aminated cartoon produced by Walt Disney in 1952. There was contradictions as the narrator described the scene, while the students enacted their own message. An example is students eagerly return to the classroom, but the children return looking miserable as the teacher pushes the last child in.Goofy is a narrative because it is entertaining and attempts to be informative about teachers. One student misbehaving causes complications throughout the movie which need to