Developing Language Literacy in the Educational Scene

Abstract

Abstract:The empirical research the paper is based on was carried out in forms of workshops organized for groups of international teacher trainees between 2009 and 2012. The aim of these workshops was to master a "learning by doing" experiential model by which language literacy can be effectively developed or improved. The topic is discussed in its complexity, highlighting some important issues of teacher training internationally, and also the still controversial situation of alternative education that tailors its curriculum to the pupils and students' needs and facilitates such methods as the one the paper details on.

Development of Interest in Reading on the Part of Students and Future Academics

“…This fact is unfortunately proved also by the research of experts. Causes of children's lack of interest in books include the time spent behind their computers (for example Trávníček, 2008), insufficient time spent talking about books (Lepilová, 2014), and even a lack of inspiring literary education (Gabal & Helšusová, 2002;Garbe, 2008, Pazonyi & Bodonyi, 2013. Children also have many other opportunities of spending their leisure time.…”

Promotion of Family Reading in the Context of Children’s Early Reading Literacy Development

“…We understand reading literacy as the result of the literacy process in which a person has acquired some reading knowledge, skills and competencies and then, subsequently, starts improving them. According to Pazonyi and Bodonyi (2013), facilitating reading (i.e. creating opportunities for it without any pressure to carry out the task) by developing children's Acta Technologica Dubnicae volume 6, 2016, issue 2 imagination through story-telling, involving them in different actions, and also providing children with texts and pictures to cater the visual types, should be done from as early as possible, maybe even from the last year of pre-schools.…”