Teaching Writing in Primary School: A Critical Investigation

Oikonomakou, Marianthi; Sofos, Emmanouil

doi:10.18848/2327-0136/cgp/v20i02/48816

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the writing stage, the first draft version of the text is produced by the child, and in the post writing stage there is the evaluation of the first draft by either the child or the teacher. Nevertheless, the time sequence of the three stages is not necessarily linear in practice, and all three stages are thought to be interrelated (Oikonomakou & Sofos, 2014). The writing stages structure during writing production is important because it enhances the processing of self-evaluation.…”

Section: Teacher Practices For Teaching Writing In Greek Primary Schoolsmentioning

confidence: 99%

Teacher practices for teaching writing in Greek primary schools

et al. 2022

View full text Add to dashboard Cite

Developing writing skills is a central part of the education curriculum in many countries, yet numerous children have difficulties in producing written text. To our knowledge there is no systematic study examining the ways in which Greek teachers adapt their writing instruction strategies to accommodate the needs of their students. The aim of the present study was to identify the approaches teachers employ while teaching writing in Greek primary schools and to examine the nature and frequency of these different aspects of teaching writing. We replicated and extended the Dockrell et al.(2016) study, using the "not so simple view of writing" framework. One hundred and three teachers responded to an online questionnaire, which consisted of questions regarding their academic qualifications and their specific teaching practices. The majority of the sample felt prepared and enjoyed teaching writing. However, almost all of the teachers found teaching writing challenging and half of them reported that supporting struggling writers was difficult for them. Overall, teachers reported more work at word level, occurring almost weekly, than at text level. Differences between Grade levels they taught were also evident for specific domains of writing.

show abstract

Section: Teacher Practices For Teaching Writing In Greek Primary Schoolsmentioning

confidence: 99%

Teacher practices for teaching writing in Greek primary schools

et al. 2022

View full text Add to dashboard Cite

show abstract

“…17-18). In this context, the evaluation is carried out on the basis of individual differences and aims to investigate the degree of effective use of prior knowledge in various communicative situations (Oikonomakou & Sofos, 2014) by strengthening the processes of awareness of pupils' strengths and, thus, improving their overall self-esteem.…”

Section: Language Learning In a Dynamic Literacy Classroommentioning

confidence: 99%

“…However, although the newest curriculum has been officially included in the educational process by the Greek Ministry of Education since 2011, its complementary character and the incompatibility between language textbooks and the suggested teaching practices (Karagiannaki & Stamou, 2018, p. 223;Kostouli, 2002, p. 21;Oikonomakou & Sofos, 2014;2019) has resulted in the new curriculum not being regularly adopted in practice by the educational community, and even its context and philosophy are not to be widely known (Dubin & Olshtain, 1986, pp. 34-50).…”

Section: Perspectives and Challengesmentioning

confidence: 99%

Language teaching and critical literacy curriculum in Greek primary education: implementation and perspectives

Oikonomakou¹,

Papakitsos²

2021

L1 Educational Studies in Language and Literature

Self Cite

View full text Add to dashboard Cite

The approach of the critical literacy principles in the L1 Language Curriculum (CL_L1C) in Greek primary education is strictly related to the study of social practices that focuses on the elimination of social inequalities and on the formation of critically thinking and socially active individuals. In the frame of this analysis, the development of new semiotic modes of communication is examined through the evaluation of the activities presented by the curriculum, in order to underline the significance of multiliteracies pedagogy in the critical understanding of forthcoming sociocultural changes. Through the presentation of basic teaching practices promoted in the context of critical literacy, the study of the contribution of the curriculum (CL_L1C) is pursued to change the way language is treated as a subject of teaching. For this reason, the documentary analysis is comparatively built by incorporating references into the older crossthematic curriculum (CT_L1C) that focused more on the development of pupils' communication-and less critical-skills. The differentiation brought about by the newer curriculum, however, is mainly realized via the experience accumulated in schools, alongside the difficulties and perspectives it presents in the formation of a modern and innovative educational discourse.

show abstract

Teaching Writing in Primary School: A Critical Investigation

Cited by 2 publications

References 0 publications

Teacher practices for teaching writing in Greek primary schools

Teacher practices for teaching writing in Greek primary schools

Language teaching and critical literacy curriculum in Greek primary education: implementation and perspectives

Contact Info

Product

Resources

About