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Especially
for Teachers - About English
Rationale
Tasmanian
Statement on English
The categories of learning in English
Perspectives on English teaching have shifted
over time
The five perspectives on English Teaching in Tasmanian
schools
A workshop activity - auditing the curriculum using
the five perspectives on English teaching
The
Tasmanian Statement on English
The field of English is intimately concerned with
language and imagination. English is about making meaning through
interaction with and reflection on texts, language, people and the
world.
Developing
proficiency in English enables students to become critical, imaginative
and reflective thinkers, effective
communicators and active, lifelong learners. By engaging with, analysing
and composing a diverse range of texts, students develop increasing
control over the cultural, social and technical dimensions of language.
Today’s English classroom reflects the changing nature, contexts
and uses of texts in an increasingly globalised world.
Text is any communication involving language and
can be written, read, spoken, visual, aural, performance or multimodal.
Language is a vehicle people use to receive, interpret, respond to
and create texts.
Within the field of English, students engage with
the Essential Learnings - Thinking,
Communicating, Personal futures, Social responsibility and World
futures - in order to become effective communicators, inquiring,
reflective thinkers, self-directed and ethical people, responsible
citizens and world contributors.
A well-designed, challenging English program provides
the context in which learners:
- further develop the ability to use language for
personal, social and functional purposes,
- gain power and pleasure by using language to think,
create, understand and act,
- extend their capacities for empathy, imagination,
innovative meaning-making, appreciation, analysis, and critical,
creative and reflective thinking.
In English students work individually and with others
to construct, deconstruct and reconstruct a wide range of textual
representations. They explore the contexts in which texts are created
and interpreted and the ways different discourses work to position
their audiences and creators. They also examine the relationships
between texts that affect the ways that meaning is made. Students
question, challenge, transform and create texts and explore the relationships
between thinking, language, learning and power.
Students also work individually and with others to
analyse language, ranging from the transactional to the poetic and
including spoken, visual, written and digital forms. They explore
language systems and structures and investigate the relationships
between language and expression through print, images, sounds and
kinaesthetic signs.
Through using texts and language in ever-widening
contexts, students:
-
develop and refine their abilities to speak, listen,
read, view, write and represent with purpose, effect and confidence
for a wide range of audiences and functions,
-
develop understandings of themselves and the world
around them,
-
communicate ideas, feelings and beliefs,
-
comprehend and respond to the ideas, feelings and beliefs of others,
-
reflect upon the past, including actions, cultures and heritage,
-
imagine alternative past, present and future lives,
-
shape thoughts on, hypothesise about, analyse, question and create
representations of the world about them,
-
recognise and resist the power of language to shape opinion and action
-
consider ethical and valued ways of being and acting at a personal
level and in the wider world,
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enact their preferred identities and futures as individuals and as citizens of a democratic society,
-
develop understanding that an individual’s readings of texts and their
actions in response are powerful constructors of personal and social
identity.
Students of English develop a multi-dimensional understanding
of language and texts. They acquire an ever-increasing capacity to
construct, control, analyse, manipulate and transform texts and symbols
and to play a creative, innovative, influential part in a widening
range of human affairs.
Categories
of Learning in English
| The
learning which students undertake in English may be categorised
as:
- ACADEMIC
LEARNING - building knowledge and skills about language and
texts
- SOCIAL
SKILLS LEARNING - building and maintaining relationships
- AESTHETIC
LEARNING - developing the skills and knowledge to interpret
, construct and appreciate the design and crafting of texts as
artistic products/ expression
- PERSONAL
LEARNING - understanding self as entity, and developing concept
of self as autonomous human being. Sense of identity — who
am I?
- INTRAPERSONAL
LEARNING - What and how do I feel? And think? And value? (and
how do I represent those thoughts and feelings for myself)
- SOCIAL
LEARNING - Where do I fit in? How am I like other people?
How should I act and be — locally in my family, group or
tribe, globally — as a member of the human race?
- TEXTUAL
LEARNING (semiotics) - the study of symbols and meaning, using
language -print, visual and/or spoken- to represent the world
and life experiences
- EMPATHETIC
LEARNING - understanding others’ situations and feelings
and acting in consideration of these
- APPLIED
LEARNING - putting knowledge about texts and language into
action using appropriate and successful strategies
- TECHNOLOGICAL
LEARNING - using established and emerging technologies
and tools to create, access and/or manipulate information, texts
and meanings
- CRITICAL
LEARNING - developing a critical literacy
framework to use in analysing, critiquing, questioning, challenging
or interrogating texts and textual practices in relation to dominant
practices and discourses
- CULTURAL
LEARNING - exploring our literary heritage, examining valued
or valorised texts, historical texts and contexts, contemporary
national and ethnic texts and contexts
- CONNECTED
LEARNING - integrating understandings and experiences into
a coherent world view, ideology or set of beliefs
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Perspectives
on English teaching have shifted over time
Perspectives
on English teaching have shifted over time as a result of changes in literary
theory, understandings about the reading process, and changing social
theory and beliefs.
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Different perspectives in literary theory define distinctive answers
to crucial questions:
How
does a particular theory define the literary qualities of text?
What
relation does it propose between text and author?
What
role does it ascribe to the reader?
How
does it view the relationship between text and reality?
What
status does it give to the medium of text, language?
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A perspective
held at one time, that the transmission of cultural heritage in literary
form was a simple matter, is no longer accepted uncritically. Reading theorists
alerted teachers to the active role of the reader in making meaning from
a text, and more recently, social theorists have pointed out that both author
and reader are personally, socially and culturally constructed. As a result,
current English educators approach text critically, and encourage students
to do so, to determine its author’s ideology and to recognise how their
own literary and life experiences, and the way in which the text is constructed,
positions us as readers and predisposes us to particular points of view.
However,
the focus on critically deconstructing text should never be done in such
a way that it diminishes enjoyment, engagement and appreciation of text
as a work of art. As well, it should be remembered that the purpose of
encouraging students to take a critical stance towards text is to give
them power as readers and power to take social action to improve their
own lives; critical deconstruction is not an end in itself.
Today,
Tasmanian teachers tend to draw on elements of several perspectives for
particular reasons. This usually reflects their teaching intention at
a particular time or the requirements of a syllabus. Teachers can expect
that new knowledge will continue to expand, refine and amend the predominant
perspectives on the teaching of English. Gunther Kress (1996) argues that
with the increasing influence of technology in a multi-cultural world,
English will need to become the subject which takes responsibility for
all modes of public communication: verbal, visual, and others, if and
where they become significant. He argues for an English curriculum that
moves beyond an emphasis on critique to one that leads students to become
more creative and innovative as meaning makers and better able to design
their own futures.
Five
perspectives on English teaching in Tasmanian schools
There
are five broad perspectives that underpin the way teachers teach English
in Tasmanian schools and colleges:
- A
cultural heritage perspective
- A
language skills perspective
- A
personal growth perspective
- A
functional perspective
- A
critical literacy perspective
These
perspectives reflect the main beliefs and practices that have developed
in English teaching over time. They are presented here in their ‘pure’
form in order to help teachers identify their unique characteristics.
In a strict sense, most of the perspectives hold some tenets that are
mutually exclusive. In the cultural heritage perspective, for example,
text is ‘timeless and universal’; in the critical literacy perspective,
text is ‘historically and culturally bound, and accessible and interpretable
variably’. Most teachers will recognise that their practice involves
a number of these perspectives.
| 1.
A Cultural Heritage Perspective
This
perspective supports the view that literature embodies the history,
tradition, wisdom and beliefs of a particular society and that important
cultural tenets and ways of saying are transmitted through the study
of texts judged to be of superior literary worth. The meaning of
the text is assumed to be timeless and universal and an unbiased
representation of reality by an insightful and authoritative voice.
The focus of teaching is on literary analysis, the goal informed
appreciation.
Cultural
heritage does not query whether a text excludes or includes the
experience, values and voice of all races, social groups and both
sexes. Nor does it consider the active role of the reader in making
meaning or the constructed nature of texts. Teachers still select
texts and derive some of their teaching purposes from this tradition;
however, it is no longer ‘the whole story’.
Features
- close
study of prose-fiction, poetry, drama, film
- appreciation
of the literary quality of outstanding works
- analysis
of content, form, themes and literary devices
- meaning
embedded in the text
- literary
works as artistic creations
- focus
on classic and contemporary literature texts
- focus
on texts, linguistic structures and features, and language strategies
Students
- through
the close reading of particular texts, discuss views, ideas and
values expressed in them
- evaluate
the features of texts in terms of their interest, worth and effectiveness
- make
connections between different texts read and viewed
- write
and speak discursively
- use
analytical skills to develop logical argument about texts, providing
appropriate supporting evidence
- use
texts as models for their own writing
- make
reasoned judgements about the quality of different texts
The
teacher
- selects
particular texts for in depth study
- demonstrates
a range of ways in which to explore and discuss texts
- leads
the analysis of the works of outstanding writers, especially in
terms of their creation of style, form, tone and point of view
- focuses
on the acquisition of the vocabulary and criteria for evaluating
texts
- assesses
against pre-determined criteria or intended learning outcomes
For
examples of activities, see Putting
the Five Perspectives on English Teaching to Work |
| 2.
A Language Skills Perspective
This
perspective focuses on the teaching of the foundation skills of
literacy. Students work with texts in order to learn the skills
in reading, writing, listening and speaking that are necessary in
order to function adequately in school and society. The development
of foundation literacy skills is a crucial part of the English curriculum;
teachers focus strongly on this perspective during the early years
of schooling.
A
language skills perspective, however, is limited. For example, it
does not, in itself, provide the enjoyment and appreciation of literature
and language that is so important in a rich English curriculum .
Nor does it support the development of critical literacy which is
considered essential for responsible, active participation in contemporary
society.
Features
- functional
literacy
- reading,
writing and spelling skills and strategies
- writing
forms necessary for success in school
- Standard
Australian spoken English
- focus
on everyday texts
- focus
on the linguistic structures and features and language strategies
- focus
on Tasmanian Literacy Outcomes
Students
- practise
reading and writing strategies
- develop
skills in visual, semantic, syntactic and phonic processing
- learn
a range of forms of writing
- build
a vocabulary for reading and writing
- learn
the rules by which written language operates
- focus
on correct usage
- practise
the skills and strategies of effective listening and speaking
- have
planned opportunities for achieving the Tasmanian Literacy Outcomes
- undertake
a systematic spelling program and keep an individualised spelling
book
The
teacher
- models
correct language usage, including its grammar and vocabulary
- undertakes
explicit teaching of skills and strategies
- intervenes
in learning as appropriate
- works
with individuals and different groupings for particular purposes
- plans
and assesses using particular profile outcomes in reading and
viewing, listening and speaking and writing
- plans
and assesses using the Tasmanian Literacy Outcomes
For examples
of activities, see Putting the Five Perspectives
on English Teaching to Work
|
| 3.
A Personal Growth Perspective
This
perspective supports the view that language learning is a holistic,
natural process in which meaning is constantly constructed by students
as they engage in purposeful, real-life activities. Students engage
with large units of meaning in whole texts, and all areas of their
language curriculum are integrated and interdependent. The personal
growth perspective coheres closely with Reader Response theory which
supports the view that readers are active in the process of constructing
and responding to text. Readers create individual meanings in interaction
with the author’s intended meaning. They engage emotionally
with texts, developing empathy, connecting fictional experience
with their own lived experience and gaining insights into their
personal, and the broader human, condition.
While
personal growth remains an important goal of the English curriculum,
the ideas and practices derived from this perspective have limitations.
For example, a personal growth perspective does not specifically
address the idea of text as social construct; nor does it promote
the development of critical thinking. It assumes that the experience
of engagement and empathy automatically promotes personal or psychological
development.
Features
- an
emphasis on all modes of language
- exploration
of personal experiences and feelings
- open-ended
discussion
- an
emphasis on activities which allow a range of acceptable responses
- learning
by doing, with errors and risk-taking seen as evidence of learning
- authentic
purposes and real life activities
- big
books/ real books
- focus
on contemporary literature, mass media and everyday texts
- focus
on language strategies
Students
- talk
and write about personal experiences
- use
their understanding of language purposes, contexts and conventions
to express thoughts and feelings through speech, writing, role-playing,
drama and other arts
- give
and receive feedback from peers
- keep
a journal of reflections and observations
- draft
and publish texts
- read
widely from texts of personal interest
- self-select
activities involving the full range of reading and writing processes
- develop
self-awareness and the ability to self-correct and evaluate
The
teacher
- establishes
a print-rich environment
- models
reading, writing and thinking
- establishes
real-life reading and writing opportunities
- relates
experiences of characters in texts to the lives of the students
- creates
planned opportunities for individual and cooperative learning
- undertakes
ongoing assessment
- keeps
records of texts read, stories written, developmental stages students
exemplify
- assesses
using reading records, work samples, records of developmental
stages, student self-assessment, parent interviews
For examples
of activities, see Putting the Five Perspectives
on English Teaching to Work
|
| 4.
A Functional Perspective
This
perspective focuses on analysing the grammatical structures of language
and identifying the precise changes that occur in matching purpose,
language form and register, and context. The approach seeks to make
these changes - often minute - explicit and apparent to students,
and to give them control over a repertoire of language forms and
therefore of meaning-making and interpretation. Genre theory is
an important component of this perspective.
Genre
theory is concerned with identifying different types of text, different
‘genres’, which are used in a culture to achieve particular
purposes. Genre theory refers to the overall purpose for a text
and makes explicit to students the language and grammatical structures
of different texts. The ability to use a range of genres, especially
those important to academic success, gives students a greater opportunity
to operate powerfully within society. However, it is argued that
genre theory often presents narrow view of the nature and structure
of text and is supported by inflexible teaching methodology. Students
are encouraged to master the dominant genres rather than find ways
of challenging them, through creative and critical thinking, in
the pursuit of change and social justice.
Features
- learning
about purposes and contexts for using language
- learning
about the valued genres of the dominant culture
- reading
and writing models of valued genres
- explicit
understanding of the structure and grammar of texts
- deconstruction
and joint construction of texts
- use
of subject-specific discourse
- focus
on everyday texts
- focus
on contextual understanding and linguistic structures and features
Students
- work
with the teacher and peers to ‘jointly construct’ texts
- ‘act
like apprentices’ who progressively develop the appropriate
knowledge and skill that enable them to work independently
- learn
to analyse linguistic structures and features of texts
- develop
a vocabulary with which to talk about language
- read
and write in a range of genres, especially those important for
success at school
- use
specific subject discourse rather than everyday, commonsense language
- work
towards being able to produce correct, recognisable forms of the
genre under study
The
teacher
- presents
models of a range of valued genres
- teaches
explicitly as an expert trains an apprentice
- jointly
deconstructs and constructs texts with students
- shows
students how to produce particular forms of writing
- assesses
how well students produce the required text
- assesses
use of language which matches the models of the genres studied
- assesses
using appropriate Tasmanian Literacy Outcomes
For examples
of activities, see Putting the Five Perspectives
on English Teaching to Work
|
| 5.
A Critical Literacy Perspective
This
perspective supports the view that texts are social constructs reflecting
the beliefs and values of their time and culture. Texts have multiple
meanings, and readers are positioned by the structure of the discourse,
by emphases and omissions, and by the point of view that represents
the ideology of the implied author. As such, texts offer selected,
partial versions of the world, producing, reproducing and maintaining
unequal power arrangements.
As
students examine the embedded ideologies of texts and consider the
ways in which they, as readers and viewers, are constructed, positioned
and manipulated, they are able to develop contesting and opposing
interpretations. Students analyse the power of language and write
texts which work for equity and change. In doing so, they begin
to operate powerfully and for social justice within the world.
The
critical literacy perspective has inspired teachers to undertake
a great deal of innovative work with students in Tasmanian schools
and colleges. When over used or used insensitively, however, it
has the potential to diminish the enjoyment and appreciation of
literature as a work of art and concentrate on the negative features
of texts.
Features
- texts
no longer considered timeless, universal or unbiased
- discussion
of how knowledge has been created and by whom
- text
analysis in terms of historical and social context
- study
of what texts include and exclude
- exploration
of how groups are represented in texts
- interrogation
of texts and exploration of alternative readings
- focus
on the ideology of the author
- focus
on classic, contemporary and popular literature, mass media and
everyday texts
- focus
on contextual understanding
Students
- analyse
how texts construct realities
- analyse
how texts represent gender, race, ethnicity
- examine
their own beliefs and values
- analyse
how readers are positioned and constructed
- analyse
how texts work on readers and viewers
- analyse
texts from cultural and political perspectives
- take
a position on texts and the events they portray
- rewrite
texts from different perspectives
- learn
to analyse ‘political discourse’ and challenge dominant
paradigms
The
teacher
- values
the cultural resources every student brings to the classroom
- presents
a range of contradictory, contrasting texts
- models
questions which interrogate texts
- renders
texts problematic
- demonstrates
the use of literacy for social action
- assesses
students’ ability to critically analyse texts, construct
alternative readings and produce rewritten texts that present
different viewpoints
For examples
of activities, see Putting the Five Perspectives
on English Teaching to Work
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Acknowledgements
The
five perspectives on English teaching have been derived from the work
of Jenni Connor, Bill Corcoran, Ray Misson, Jack Thomson, Merle Iles
and
PD on CD: Literacy (Curriculum Corporation).
A
workshop activity - exploring the five perspectives on English teaching
A
process for auditing your English program by exploring the five perspectives
on English teaching is described in the Workshops
section of the web site.
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