First, let us define what is English as a learning/subject area in literacy. English has a direct impact on a student and their overall development of literacy skills (Australian Curriculum, Assessment and Reporting Authority, n.d.). The primary concern and goal of English educators are to prepare and support the development in abilities of students to become more sophisticated readers and writers (Alsup, 2005). How is this achieved? Teachers will focus on preparing individuals to become literate and numerate by studying the English language in all forms; spoken, written and visual (ACARA, n.d., p. 2).
Each subject has its own specific literacy and numeracy skills associated with it, therefore, all teachers are responsible for teaching subject-specific literacy and numeracy skills, English teachers inclusively (Alberta Education, n.d.; Meiers, 2015, p. 18; The University of Auckland, n.d.). Further elaborated by Meiers (2015), English teachers need to have a clear understanding of what the literacy and numeracy demands/opportunities are for their subject (p. 18).
Applying to all areas across the curriculum, including English, Koehler et al. (n.d.) states that disciplinary-specific knowledge is a fundamental skill that will help students and their goals to pursue employment in a specific job profession related to that of which was taught (p. 1). English will help a student pursue multiple different types of careers, such as; editorial assistant, magazine/newspaper journalist, writer, etc. (Graduate Prospects, 2016). Utilising the two aspects of learning called epistemology and pedagogy, the educational system will be able to ensure that the teaching of English-specific knowledge can be effectively conveyed (Koehler et al., p. 1). To achieve this purpose, it is important for tool makers to construct relevant and meaningful knowledge. They must have a deep understanding of English subject is, so that they can develop the most appropriate tools to assist students in their learning (Johnson et al., 2011).
There are multiple examples of literate knowledge that apply to the English classroom – two examples are as followed. (1) Word meaning and vocabulary knowledge, an individual’s capability to understand the extensive word vocabulary that increases upon complexity in various ways (Munro, 2007). (2) Morphemic knowledge, learning to spell with the ability to identify patterns and syllables in words, by playing with prefixes and suffixes (NSW Department of Education, 2016).
There are three types of numerical knowledge that are used within and outside of the English curricula; contextual, mathematical and strategic knowledge (Hurst, 2007, p. 442). These knowledge-based types are made specific and extended by English teachers (Meiers, 2015, p. 18). Further elaborated by Hurst (2007), mathematical knowledge focuses on an individual’s capacity to understand and perform mathematical equations and tasks. Contextual knowledge highlights an individual’s capacity understand and construct meaning that is based on their own experiences. Strategic knowledge refers to a reader’s ability to ask and decide what actions to perform next (p. 441).
You may wonder, numeracy is about numbers and not words, do not be blind to the thought that numeracy is just numbers. Students can apply numeracy skills and understanding of mathematics from the early years of the English curricula whilst they explore rhythms, syllables and sound patterns in stories, songs, and poems (ACARA, n.d.). As an example, you may realise that people often create logical texts that present facts, these are mainly backed up by statistics that the publisher has gathered or researched.
In conclusion, the subject English relies on literacy and numeracy because both general capabilities play significant roles across the whole curriculum, English inclusively (ACARA, n.d.).
Reference
Alberta Education. (n.d.). Numeracy in Subject Areas. Retrieved from https://education.alberta.ca/alberta-education/contact-us/?searchMode=3
Alsup, J., Alvine, L., Blau, S., Calder, R., DeBlase, G., DeStigter, T., . . . Yagelski, R. (2005, July 31). What Is English Education? Retrieved from http://www2.ncte.org/statement/whatisenglished/
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). General capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Graduate Prospects. (2016, November). English. Retrieved from https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree/english
Hurst, C. (2007). Mathematics: Essential Research, Essential Practice - Volume 1. (p. 440-449). Retrieved from https://www.merga.net.au/sites/default/files/editor/documents/ECAHurst.pdf
Johnson , H., Watson, P., Delahunty , T., McSwiggen, P., & Smith, T. (2011, October). What It Is They Do: Differentiating Knowledge and Literacy Practices Across Content Disciplines. (p. 100-109). Retrieved from http://onlinelibrary.wiley.com.dbgw.lis.curtin.edu.au/doi/10.1002/JAAL.00013/epdf
Koehler, N., Thyer, E., Hains-Wesson, R., De Fazio, T., Tsindos, S., & O’Brien, K. (n.d.). Discipline-specific knowledge and capabilities. Retrieved from http://teachassist.deakin.edu.au/wp-content/uploads/2015/06/GLO1-discipline-specific-knowledge-capabilities.pdf
Meiers, M. (2015, June). Meeting the challenge of disciplinary literacies. (p. 17-20). Retrieved from http://search.informit.com.au.dbgw.lis.curtin.edu.au/fullText;dn=208907;res=AEIPT
Munro, J. (2007). 8 Areas of Literacy Knowledge. Retrieved from https://students.education.unimelb.edu.au/selage/pub/readings/literacyld/8areas.pdf
NSW Department of Education. (2016, November 8). Identifying patterns and syllables in words, morphemic knowledge. Retrieved from https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-strategies/literacy/language-conventions/stage-3/spelling/identifying-patterns-and-syllables-in-words,-morphemic-knowledge
The University of Auckland. (n.d.). Guidelines for Subject Specific Literacy. Retrieved from http://www.education.auckland.ac.nz/en/about/research/starpath-home/StarpathToolkit/literacy/subject-specific-literacy/guidelines-for-subject-specific-literacy.html
No comments:
Post a Comment