Advertisement

Devising and Implementing Whole School Literacy across the Curriculum (LAC) strategies in the 11 to 19 Secondary School Curriculum

Chapter
  • 451 Downloads

Abstract

This chapter discusses and outlines the research upon which Chapters  4 6 of the project are based. One of the perceived barriers to an LBP approach to literacy is the perceived gap in many teachers’ knowledge about language, depending upon their own education history touched upon in Chapter  1 and discussed further in this chapter. A challenge in undertaking the research upon which this project is based, was how to develop teachers’ own metalinguistic awareness and that of their pupils’ and students’ at the same time. The approach taken, was to locate and situate developing teachers’ knowledge about language in the context of their own current assessment and curriculum goals, objectives and practices. It discusses how such curriculum intervention was made possible by changes to assessment and curriculum practices in the UK, together with changes to school inspection protocols. Taken together, such recent initiatives have brought the issue of literacy to the fore in secondary education in England in ways that are unprecedented. The chapter draws upon the research undertaken to discuss how teachers’ own metalinguistic awareness is bound up with their own autobiographies and experiences of schooling. Secondary school teachers are expert in the discursive practices that characterise their disciplines, which all too often remain assumed and implicit. It shows that teachers’ implicit knowledge about language can be brought to the surface remarkably quickly, particularly when focused and targeted at their own subject discipline.

Keywords

Pupils Metalinguistic Awareness Language developmentLanguage Development registerRegister Code Knows 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Anderson, A., & Shattock, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25.CrossRefGoogle Scholar
  2. Charmaz, K. (2014). Constructing grounded theory (2nd ed.). London and New York: Sage.Google Scholar
  3. Christie, F. (2016). Secondary school English literary studies: An example of a Knower code. In K. Maton, S. Hood, & S. Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory (pp. 158–156). London and New York: Routledge.Google Scholar
  4. Fielding, M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., et al. (2005). Factors influencing the transfer of good practice. http://webarchive.nationalarchives.gov.uk/20130402091155/https://www.education.gov.uk/publications/eOrderingDownload/RR615.pdf.pdf. Accessed August 3, 2017.
  5. Giovanelli, M. (2015). Becoming an English language teacher: Linguistic knowledge, anxieties and the shifting sense of identity. Language and Education, 29(5): 416–429.CrossRefGoogle Scholar
  6. Glazer, B., & Strauss, A. (1967). The discovery of grounded theory—Strategies for qualitative research. New Brunswick and London: AldineTransaction.Google Scholar
  7. Humphrey, S. (1996). Exploring literacy in school geography. Sydney: Metropolitan East Disadvantaged Schools Program.Google Scholar
  8. Humphrey, S. (2015). A 4 × 4 literacy toolkit for employment: English language learners for academic literacies. In M. B. Schaefer (Ed.), Research on teaching and learning with the literacies of young adolescents (pp. 49–72). Charlotte: Information Age Publishing.Google Scholar
  9. Humphrey, S. (2016). Academic literacies in the middle years: A framework for enhancing teacher knowledge and student achievement. London and New York: Routledge.Google Scholar
  10. Humphrey, S., Sharpe, T., & Cullen, T. (2015). Peeling the PEEL: Integrating language and literacy in the middle years. Literacy Learning: The Middle Years, 23(2), 53–62.Google Scholar
  11. Murphy, V. (2015). A systematic review of intervention research examining English language and literacy development in children with English as an Additional Language (EAL). https://www.bell-foundation.org.uk/assets/Documents/EALachievementMurphy.pdf?1422548394. Accessed December 30, 2015.
  12. Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: Introduction. Educational Psychologist, 39(4), 199–201.CrossRefGoogle Scholar
  13. Schleppegrell, M. (2015). Learning to situate SFL-inspired pedagogies in new contexts. Paper presented at the Education Semiotics conference, Aachen, Germany.Google Scholar
  14. Strand, S. (2015). English as an Additional Language (EAL) and educational achievement in England: An analysis of the National Pupil Database. https://www.bellfoundation.org.uk/assets/Documents/EALachievementStrand.pdf?1422548358. Accessed December 30, 2015.
  15. Watson, A. (2015). The problem of grammar teaching: A case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education, 29(4), 332–346.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Department of EnglishAston UniversityBirminghamUK

Personalised recommendations