EDP 333. A 1

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Elizabeth Ashbolt 20394712 1 Elizabeth Ashbolt 20394712 EDP333: English Pedagogies and the Integrated Curriculum Unit Coordinator: Tamara Reads

Elizabeth Ashbolt 20394712 2 Teaching literacy is deeply entrenched in the history of education and consists of multiple educational practices that have been studied and developed over time. With many different theories, it can be difficult for educators to determine which will work best for their students, particularly for diverse learners. Therefore, teachers must be aware of the importance of integrating different approaches to ensure that all students can benefit. We will explore four main approaches that teach literacy holistically, including traditional and contemporary teaching techniques, authenticity, critique, and cognition. These are didactic, authentic functional, and critical. By discussing these pedagogies, we can better understand how to implement and access them in the classroom and how they promote learning for all students. Didactic Pedagogy At the beginning of the 19th century, when mass institutionalised education became widespread, didactic learning pedagogy [DLP] was the most accepted approach to reading and writing (Kalantzis et al., 2016 p. 4). DLP connects to the bottom-up theory and behaviorism as it is based on the idea that students should learn by being taught directly and systematically and that teachers should be responsible for guiding the students (Seely-Flint et al., 2020, p. 102). Therefore, early learners begin with synthetic phonics and repetition so that students can acquire the skills of memorisation and recall information to build a strong understanding of the subject (O’Neill et al., 2013, p.154). DLP in the past was considered “old fashioned’, however, DLP has strengthened and has enduring validity in modern education (Kalantzis et al., 2016, p. 87). Explicit instruction is a modern DLP for teaching literacy. Year six students benefit from this approach when they “spell technical words by applying morphemic knowledge” (Australian Curriculum and Reporting Authority [ACARA], 2023, AC9E6LY09). For example, the word “concentration” has the morpheme -ion which can affect the pronunciation and spelling of the word. Implementing a holistic view of DLP that includes prompting, questioning, and demonstration will help support this process (O’Neill et al., 2013, p. 150). Additionally, resources such as flashcards, textbooks, and graphic organisers provide visual aids to help students remember concepts and rules (Seely -Flint et al., 2020, p. 102). The “I do, we do, you do” approach is utilised to prompt copying, repetition, and recall after the learning task has been explicitly demonstrated (Hattie, 2009). Afterward, teachers can correct, and modify learning, gradually removing support as students master the skill (O’Neill

Elizabeth Ashbolt 20394712 3 et al., 2013, p. 150). This incremental approach helps to reinforce concepts as students’ progress, ensuring that they are developing a deep understanding and can apply skills to more complex tasks. However, flexibility must be considered when designing DLP lessons to engage all students (Mondesr & Griffin, 2020). Incorporating technology like iPads, vocabulary games or choral and paired reading into the teaching process may help make instruction more assessable (Fenty & Brydon, 2017, p. 233) DLP has proven to be effective in many different contexts, especially with diverse learners (Fenty & Brydon, 2017, p. 234). This is due to the supports such as scaffolding and demonstration which helps to ensure that all students can acquire the same level of knowledge and skills, regardless of their strengths and weaknesses (Whitton et al., 2016, p. 17). However, research has indicated that in First Nation communities, there is an emphasis on learning within a particular community and context. As a result, it may not be a complete solution for the varied needs of students in the modern classroom due to the diversity of the students (Luke, 2014, pp. 3-4) DLP allows teachers to use formative assessment by providing targeted and prompt feedback that is tailored to individual student's needs (Churchill et al.,2019, p.400) Standardised tests are often used for didactic assessment, but they measure only retained information, not critical thinking abilities (Kalantzis et al.,2016, p. 516). Among the criticisms is that standardised tests in Australia are linguistically and culturally biased in favour of Anglo middle-class children and that they only assess reading print on paper (Daly, 2006, p. 84). Authentic Pedagogy In the early 20 th century, authentic literacy pedagogy [ALP] was introduced as a solution to criticisms regarding the use of DLP (Kalantzis et al., 2016, p.120). Initially, John Dewey and later Maria Montessori both advocated for this constructivist approach with the belief that children should connect their prior knowledge to new and meaningful understanding (Boyles, 2020) and that learning environments should be free but structured (Kalantzis et al., 2016, p.132). ALP is learner-centred which counteracts the teacher-led DLP. It encourages students to learn through exploration and experimentation (Kalantzis et al., 2016, p. 120). This encourages students to think critically, use skills and knowledge to problem-solve, collaborate, and network. ALP benefits year 6, students who “must create and edit literary texts that adapt plot structure, characters, settings and ideas from texts students have

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Elizabeth Ashbolt 20394712 4 experienced” AC9E6LE05 (ACARA, 2023). Allowing students to write about topics of interest to them will create more opportunities for students to be intrinsically motivated and creative in their writing. However, issues of social and critical importance may receive minimal attention (Seely-Flint et al., 2020, p. 109) The foundation for ALP is the top-down method of analytic phonics that emphasises meaning rather than coding (Chall 1967 (1983). This is beneficial because it helps students make connections between words and ideas, essential for comprehension. However, this method can be ineffective if not applied correctly. It can lead to students becoming overly focused on coding and not understanding its meaning. The teacher's role must be responsible for making purposeful choices to foster student learning progression and the students take a degree of ownership of their learning (Kalantzis et al., 2016, p.142). Because ALP is learner-centered, students need to determine the correct answers to questions which may result in confusion and disengagement for diverse learners (Kalantzis et al., 2016, p. 142) Furthermore, other responses to the success of ALP for diverse students indicate that it is too complex for those who may not have the resources and support needed to achieve (Kramsch et al., 1996, p.199). A guided question is diagnostic and supports self- explanation by students (Kalantzis et al., 2016, p. 142) This allows for critical thinking and reflection. Functional Pedagogy The functional model of English was developed by Michael Halliday in the 1960s and has continued to be a strong force in the teaching of literacy since the 1970s” (Chris, 2018, p. 142). In functional literacy pedagogy [FLP], students learn to read and compose texts that help them contribute to society (Kalantzis et al., 2016, p. 146). FLP is beneficial because it emphasises the importance of literacy beyond academic success and encourages students to use their literacy skills to be active citizens in their communities. FLP begins with questions and focuses on the knowledge processes of applying and analysing, rather than learning rules through DLP (Kalantzis et al., 2016, p. 146) This allows learners to gain a deeper understanding of the material, rather than memorising facts. FLP encourages critical thinking and problem-solving, which can be applied to other areas of life and learning.

Elizabeth Ashbolt 20394712 5 In a classroom that fosters FLP, students develop an understanding of how text works, and how to use it in their everyday life (Seely-Flint et al., 2020, p. 112). This is applied to year 6 students who “must use rhetorical devices, images, and modal verbs for persuasive effects, for an identified audience” AC9E6LY06 (ACARA, 2023). This enables students to effectively communicate their argument, using metalanguage and persuasive techniques that will serve a purpose for that audience. This could be in the form of a news segment or a group discussion about misleading advertising. Additionally, free resources of found materials such as brochures and maps can be used to support FLP. It has been suggested that rather than teaching FLP using basal reader instruction, real reading and writing activities should instead be simulated, and specific language functions should be developed instead (Luke, 2014, p.6). An example is ordering food from a menu. By focusing on specific language functions, students can learn more effectively and develop more well-rounded language skills. Despite this, Seely-Flint (2020) has suggested that FLP does not pay much attention to decoding strategies (p.114). FLP connects to the concept of the Zone of Proximal Development (Kalantzis et al., 2016, p. 173). FLP focuses on teaching the content that needs to be learned and providing the students with the necessary guidance to help them learn it. The teacher then scaffolds learning by providing feedback and support as needed. Diverse learners benefit because it allows them to learn in a supportive environment that considers their strengths and weaknesses (Kostogriz et al., 2021). Formative assessment can be utilised in the form of anecdotal notes and observations of student progress with the inclusion of prompt verbal feedback. Critical Pedagogy Paulo Freire supported the development of critical literacy pedagogy [CLP] in the mid-1970s and argued that literacy was a tool for social justice and liberation which involved reflection on social reality and thought processing (Kalantzis et al., 2016, p. 198) Therefore, CLP encourages students to take a critical stance toward the status quo, question assumptions and think more deeply about the implications of their actions to create a more equitable and just society (Morgan, 2002, p. 1). Although CLP has been widely adopted in educational settings, there is still a lack of research that explores the potential of CLP as a curriculum approach. Luke (2000) argued against a ‘formula for “doing” CLP in the classroom’ (p. 453- 454) because it is difficult to create a generic policy that can be applied to all classrooms and

Elizabeth Ashbolt 20394712 6 such a policy would be ineffective and would not result in developing necessary critical thinking skills (Behram, 2006 p. 490) Today, CLP can be implemented when teaching year six students to ‘identify language choices that evoke emotion and judgments in direct and indirect ways, and how they are used to persuade different audiences to take a position and/or action’ AC9E6LA02 (ACARA, 2023). Prompting a debate amongst students about a popular cultural subject such as music or equality of pay between genders can achieve this. Additionally, teachers can introduce a brainstorm to discuss local environmental issues and then encourage students to write a letter to the council to address their concerns. CLP takes into consideration that different language communities have different experiences and perspectives (Pirbhai-Illich, 2016, p. 261) This is beneficial because it helps to create a more inclusive learning environment, allowing students to recognise their own experiences while also respecting and learning from other perspectives thus developing empathy. However, problems may arise for some First Nations Australian students due to feelings of oppression (Pirbhai-Illich, 2016, p. 261). These learners may find it helpful to engage in collaborative discussions that incorporate modern technology with their funds of knowledge which encourages cultural connections. Authentic, formative assessment is performance- based and can be obtained from class discussions and observations that reveal the students' depth of understanding (Seely-Flint, et al., 2020, p. 305) Interactive Curriculum According to Kalantzis et al (2016), when planning for instruction, teachers should consider incorporating the four approaches (p. 202). This is beneficial because each approach offers a different perspective on language learning. DLP focuses on mastering the language system, while ALP helps learners understand how language is used in real-world contexts. FLP and CLP emphasise language for communication, social and cultural awareness, respectively. In most cases, one approach rarely predominates over another without drawing elements from more than one approach in some way (Kalantzis et al., 2016, p. 202) This allows for a holistic approach to problem-solving and can often yield the best results due to combining different perspectives. This can be implemented after a class discussion and examples of complex sentences and noun groups are provided from a narrative such as “Storm Boy”. Students can then ‘create

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Elizabeth Ashbolt 20394712 7 complex sentences with embedded clauses to expand noun groups' (AC9E6LA05) by ‘creating an autobiography of a character from a text explored’ AC9E6LE05 (ACARA, 2023). Students can select a character of interest to them and present it to the class in multimodal form. This draws the pedagogy of both DLP and ALP into learning as students are explicitly taught complex sentences, language features, and embedded clauses which can then be applied to creating an autobiography of a character that is of interest to them. Additionally, aspects of FLP can be incorporated by ‘observing reviews of Australian films or characters (AC9E6LE01) and asking students to write their autobiography as a review or in a magazine format. Students can then ask questions, share their ideas, and ‘make connections between the text and their own experiences or other text’ AC9E6LY05 (ACARA, 2023). This will incorporate CLP. These pedagogies emphasise the importance of developing a student's literacy skills in a meaningful context and how they can be used to empower students to become independent learners. They also provide a framework for teachers to assess student progress and provide feedback to help them improve. To ensure learning success, teachers must prioritise both traditional and contemporary teaching techniques while also considering the importance of authenticity, critique, and cognition. Furthermore, teachers must customise their approach to best fit the needs of their students, allowing them to learn in a tailored and engaging manner. Ultimately, these pedagogies provide a tangible way to promote student learning in the classroom.

Elizabeth Ashbolt 20394712 8 References ACARA. (2023). F-10 Curriculum | V9 Australian Curriculum. V9. Australiancurriculum.edu.au. https://v9.australiancurriculum.edu.au/f-10- curriculum/learning-areas/english/year-6?view=quick&detailed-content- descriptions=0&hide-ccp=0&hide-gc=0 Behrman, E.H. (2006). Teaching About Language, Power, and Text: A Review of Classroom Practices That Support Critical Literacy. Journal of Adolescent & Adult Literacy , 49(6), pp.490–498. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=344641dfa00abc 88702475ea4493c136aead32d1 Boyles, D. (2020). John Dewey’s Imaginative Vision of Teaching: Combining Theory and Practice. In Google Books . Myers Education Press. https://books.google.com.au/books?hl=en&lr=&id=k2vwDwAAQBAJ&oi=fnd&pg=P T11&dq=john+dewey+authentic+pedagogy&ots=YBFd3uPlZJ&sig=na9lfoVCndZF dq Chall, J. 1967(1983). Learning to Read: The Great Debate. (1 st ed.). New York : McGraw-Hill -- 1983. Stages of Reading Development. New York: McGraw-Hill. https://www.google.com.au/books/edition/Report_of_the_National_Reading_Panel _Tea/8PiGu4dcvsoC?hl=en&gbpv=1&dq=Chall+J.+1967+(1983).+Learning+to+Re ad:+The + Chris, F. (2018). Michael Halliday 1925-2018. The Australian Journal of Language and Literacy, 41(3), pp.141–143. https://search.informit.org/doi/10.3316/ielapa.846265046174729 Churchill, R., Keddie, A., Apps, T., Batt, J. Beckman., Grainger, P., Letts, W., Mackay, J., Megill, M., Moss, J., Nagel, M., Shaw, K., & Rogers, J. (2019). Teaching: Making a Difference (4 th ed.). John Wiley and Sons Australia, Ltd.

Elizabeth Ashbolt 20394712 9 Daly, A. (2006). Authentic reading assessment. Beyond the reading wars: A balanced approach to helping children to learn to read. NSW: Primary English Teaching Association . Fenty, N., & Brydon, M. (2017). Integrating Literacy and the Content Curriculum to Support Diverse Learners. Contemporary Journal , 15 (2), pp. 225–238. https://files.eric.ed.gov/fulltext/EJ1160659.pdf Hattie, J. (2009). Visible Learning : A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge (p.206). Kalantzis, M., Cope, B., Chan, E. & Dalley-Trim, L. (2016). Literacies. (2 nd Ed). Melbourne: Cambridge University Press. Kostogriz, A., & Nikolay Veresov. (2021). The Zone of Proximal Development and Diversity . https://doi.org/10.1093/acrefore/9780190264093.013.1542 Kramsch, C., & Sullivan, P. (1996). Appropriate pedagogy. ELT Journal , 50 (3), pp.199 – 212. https://doi.org/10.1093/elt/50.3.199 Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent & Adult Literacy , 43, pp. 448 – 461. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=9c15acc6c4c42 b9d10cd05d4bae8d06a084857de Luke, A. (2014). On Explicit and Direct Instruction, Australia Literacy Educators’ Association Mondesir, B., & Griffin, R. A. (2020). A Balanced Approach to Literacy Instruction and Support for Diverse Learners. Georgia Journal of Literacy , 43 (1), pp. 30 – 48. https://doi.org/10.56887/galiteracy.17 Morgan, W. (2002). Critical Literacy in the Classroom: The Art of the Possible. In Google Books . Routledge. https://www.google.com.au/books/edition/Critical_Literacy_in_the_Classroom/iO6E AgAAQBAJ?hl=en&gbpv=1&dq=critical+literacy+in+the+classroom&printsec=front cover

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Elizabeth Ashbolt 20394712 10 O’Neill, S., Geoghegan, D., & Petersen, S. (2013). Raising the pedagogical bar: Teachers’ co -construction of explicit teaching. Improving Schools , 16 (2), pp.148- 158. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=dc3fd801dae6ea 7c40cd72a0faf338c0e53f597e Pirbhai-Illich, F. (2010). Aboriginal Students Engaging and Struggling With Critical Multiliteracies. Journal of Adolescent & Adult Literacy , 54(4), pp.257 – 266. https://www.researchgate.net/profile/Fatima-Pirbhai- Illich/publication/261930915_Aboriginal_Students_Engaging_and_Struggling_With _Critical_Multiliteracies/link Seely Flint, A., Kitsen, L., Lowe, K., Shaw, K., Humphrey, S., Vicars, M., & Rogers, J. (2020). Literacies in Australia: Pedagogies for Engagement (3rd ed.). John Wiley & Sons Australia, Ltd. Whitton, D., Barker, K., Nosworthy, M., Humphries, J., & Sinclair, C. (2016). Learning for Teaching: Teaching for Learning (3rd ed.). South Melbourne, Vic.: Cengage

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EDP 333. A 1

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