Literacies in Context

Topics: Economics, Education Pages: 44 (1512 words) Published: June 24, 2013
EDEE
 400
 –
 Assignment
 1
  Literacy
 in
 schools
 today
 not
 only
 involves
 teaching
 students
 to
 read
 and
 write,
  but
 is
 also
 heavily
 focused
 on
 giving
 students
 the
 necessary
 vocabulary
 and
 skills
  to
 understand
 different
 text
 types
 according
 to
 the
 key
 learning
 areas
 (KLAs)
  they
 are
 undertaking.
 While
 traditional
 ideas
 of
 literacy
 often
 ignored
 the
 diverse
  needs
 of
 students,
 contemporary
 notions
 of
 literacy
 are
 constantly
 evolving
 in
  response
 to
 changes
 in
 situational
 and
 social
 or
 cultural
 contexts
 (UNE,
 2012a,
  p.5;
 Freebody,
 2007,
 p8-­‐10).
 This
 now
 means
 that
 in
 order
 for
 teachers
 to
 be
  successful
 educators
 they
 must
 have
 a
 comprehensive
 understanding
 of
 the
  literacy
 demands
 across
 the
 subjects
 they
 teach
 as
 well
 as
 being
 able
 to
 explicitly
  introduce
 students
 into
 the
 discourse
 of
 each
 teaching
 area
 (Cornish
 &
 Gardner,
  2009,
 p.245-­‐246;
 Derewianka
 &
 Jones,
 2012,
 p.3;
 Freebody,
 2007,
 p.9).
 This
  essay
 attempts
 to
 analyse
 both
 the
 explicit
 and
 implicit
 literary
 demands
 of
  students
 studying
 the
 Economics
 Stage
 6
 Syllabus
 (BOS
 NSW
 2009).
 
  The
 essay
 will
 firstly
 look
 at
 the
 Economics
 Stage
 6
 Syllabus
 (BOS
 NSW
 2009)
  from
 a
 functional
 perspective.
 Functionalists
 point
 to
 the
 way
 that
 texts
 have
  changed,
 whether
 it
 is
 the
 way
 people
 engage
 with
 text
 or
 the
 forms
 that
 texts
  are
 now
 presented
 in.
 Functionalists
 claim
 that
 language
 is
 dynamic
 and
 varies
  with
 social
 context,
 and
 it
 is
 this
 ‘context’
 that
 eventually
 leads
 to
 learning
  (Derewianka
 &
 Jones,
 2012,
 p.3-­‐6;
 Cornish
 &
 Gardner,
 2009,
 p.244;
 Christie,
  2005,
 p.9).
 
 Professor
 Michael
 Halliday,
 one
 of
 the
 leading
 linguists
 of
 modern
  times,
 points
 to
 three
 key
 factors
 associated
 to
 context
 that
 influence
 decisions
  from
 the
 language
 system:
 the
 field,
 tenor
 and
 the
 mode
 (Derewianka
 &
 Jones,
  2012,
 p.6;
 Macken-­‐Horarik,
 1996,
 p234).
 In
 regard
 to
 the
 Economics
 Stage
 6
  Syllabus
 (BOS
 NSW
 2009)
 these
 three
 factors
 are
 very
 evident
 and
 illustrate
 a
 

Adam
 Singer
 -­‐
 203149600
 

EDEE
 400
 –
 Assignment
 1
  syllabus
 that
 requires
 students
 to
 use
 higher
 order
 thinking
 skills
 in
 order
 to
  deconstruct
 the
 language
 system
 used
 (Cornish
 &
 Gardner,
 2009,
 p.244).
 For
  example,
 in
 the
 economics
 syllabus
 students
 are
 expected
 to
 “debate
 the

References:  G.
 (2006).
 NSW.
 (2003).
 NSW.
 (2003c).
 (2009).
 Promoting
 P.
 (2012).
 P.
 (2007).
 M.
 (1996).
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