Language and Literacy (Journal)
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“I came to art school so I wouldn’t have to write...”: Creating New Contexts for Critical Writing in Post-Secondary Art and Design Education
No full textThis paper examines ideological and institutional contexts for liberal arts education at an art and design university as a means for understanding how critical writing is constructed by students and faculty as an interference to other creative practices students pursue as part of their art and design education. Observations of the form of assessment in art and design education known as critique, provides the basis for a reflection on how the pedagogy of critique, transposed to the liberal arts classroom, might serve to resist student resistance to learning to write critically
First Steps in Developing an Online Learning Community to Facilitate Knowledge-Sharing on Early Literacy Issues
No full textAs an initial step toward building an online community focused on early childhood literacy issues and research, we conducted focus groups to gain input from students and practitioners regarding their needs and interests related to participating in such a discussion forum. While the groups agreed that participating in an online discussion forum around childhood literacy would be beneficial, the contributions to such a learning community were expected to differ depending on group member affiliations: Students act as conduits of current research findings to practitioners, while professionals are able to ground university research questions in real-world issues, problems and contexts
Biomedical Approaches to Literacy: Two Curriculum Teachers Challenge the Treatment of Dis/Ability in Contemporary Early Literacy Education
No full textThis paper is a critical examination of the state of Canadian literacy education and research and its effects on young children. Its purpose is to appraise the ways in which disability is currently being produced and practiced in early school curricula and to argue for a theoretically rich curricula which begins from children’s strengths. To accomplish these goals, this paper commences with a brief appraisal of curriculum studies’ lack of attention to issues of dis/ability, considers major movements in literacy curricula, then contends that an innovation in literacy curricula the authors term, “the biomedical approach”, is pathologizing entire school populations and inflicting upon them reductionistic literacy curricula. This paper illustrates the biomedical approach through a narrative of a public school and the experiences of its early years staff and students
Responding to Diversity: Differentiating in the Language Arts Classroom
No full textBased on an analysis of the research literature, I identify five broad approaches teachers use to differentiate language arts instruction in the middle-school years. These include: (a) choices in reading materials and creative work products; (b) a discussion-based framework focused on big ideas; (c) dynamic grouping; (d) universal design in whole class literacy instruction; and (e) access to multimedia. The use of these five approaches serves the academic interests of students who are different such as those with learning disabilities, ESL students, struggling readers and writers, and students who are gifted
Songs from taboo tongues: Experiencing first language loss
No full textThis article illustrates the issues surrounding and consequences of losing a minority first language in the process of acquiring the politically dominant language of the cultural milieu (English). There are no "conclusions" in this article; however, references are made to the literature on language loss and maintenance, and to practices in teacher education programs which discourage additive bilingualism, asking teachers and teacher educators alike to reflect on some of their own pedagogical practices
From Poetry to Politics: The Gifts and Talents of Michael Rosen
No full textMichael Rosen is a well-known poet, author, radio broadcaster, playwright and speaker in the UK, with over a hundred books to his credit. In his writing and in the many workshops he gives, Rosen focuses on the spoken word and the “voice” of the child. He believes oral language forms the basis for children’s writing. To that end, he encourages teachers to capitalize on the child’s voice and experiences as they introduce children to the art of writing and motivate them to write for pleasure