This paper considers evidence from an ESRC funded study of twenty teachers, teaching the literacy hour. In 170 hours of observation only one instance of a teacher modelling her thinking about reading or writing was recorded: and this was unplanned. It is suggested here that, although there should be opportunities for metacognitive modelling within the literacy hour, teachers find it difficult to use these opportunities. Some ideas about the importance of metacognition are reviewed and an example of metacognitive modelling in shared writing is analysed. It is argued that concern for improved performance may cause more attention to be focused on what is to be achieved rather than how.
This is a draft version for " Pifarré, M. & Ros, F. (2011). Breaking up the writing process: how wikis can support understanding the composition and revision strategies of young writers. Language and Education, 25(5), 451-466"
This paper draws on research into teachers' and pupils' perceptions of talk in school.Drawing on sociocultural perspectives, it shows that expectations of talk are grounded in particular sociocultural values that represent hegemonic interpretations of the quality of talk and classroom discourse. Although much has been written about classroom talk, the pupils' voice is often absent from discussion. The children in this study revealed very different views of the expectations of talk from that of their teachers'. In particular, they appeared uncertain about whether their teachers liked them to talk but they seemed very clear that the teacher was in control of the talk. Despite pupils' enthusiasm for talk, their teachers held negative views of certain pupils' performance. It is argued that both pupils' and teachers' expectations are guided more by their own perceptions of an ideal state than by pedagogic or heuristic motives.
This paper questions the introduction of national teaching strategy for all ages from five to eleven. It is proposed that the lack of developmentally appropriate practice in the early teaching of literacy is inappropriate and may be counter-productive to the long term goals of high literacy standards.
Perhaps the most common epithet applied to the act of writing is that it is a complex task. It is cognitively costly: for young writers, the processes of transcription and orthography alone place a heavy demand on working memory, and as these processes become automated, new demands, such as managing cohesion and coherence over longer texts, or achieving rhetorical goals, take their place. Indeed, writing is an unusual activity in that it continues to make high cognitive demands as writers become more expert -at every age and stage it is an 'effortful' activity. It is also socioculturally complex: as writers develop, they have to learn not simply about formulaic patterns of text types but how genres are socially situated and mediated by their context. Writers have to learn how to shape their writing to meet the needs of their implied reader, and frequently writers have to cope with managing the differently situated expectations of school literacies and the literacies they encounter in the home and in their out-of-school worlds. And writing is linguistically complex: words, phrases and clauses are not simply neutral grammatical structures which are naturally acquired, they are the essential semiotic resource for meaning-making in print or on screen. The choice of a verb, the shape of a sentence, the connotation of a metaphor can each subtly shift and nuance the potential meaning in a text in the same way that paralinguistic features such as body language, intonation and emphasis do in speech.Strangely, however, writing research has lagged behind reading research both in the volume and scope available, and its impact on pedagogical practice has been more limited. There is no parallel in writing to the history of debates on phonics teaching, other than perhaps the equally contentious and long-running debate about grammar teaching, and in general reading attainment is used as the proxy for literacy standards, particularly in the large-scale international studies such as PIRLS. But increasingly, over the past few years the close relationship between reading and writing has become more apparent, just as internationally there has been growing concern about standards in writing. The process of composing a text always involves reading and rereading of the unfolding text, and the cultural understandings and linguistic repertoires that writers bring to their writing are heavily shaped by their reading experiences.This special issue puts the spotlight on writing. It covers the full range of development of writing from very young children learning about writing together with their parents to young adults at university writing at a more advanced level. Several different aspects of writing are examined.Taking a sociocultural perspective, Dorit Aram explores the ways in which Israeli parents interact with their young children about writing. Their study compares the style of interaction of fathers and mothers with their young children. They show how there appeared to be a family style of mediation with similarities between spouses...
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