Teachers with high expectations lead to high achivement, aspects of an intellectually challenging curriculum: sociocultural approach, both teacher and studetn are bein gactive in collaborative process, nature of scaffolding, higher order thinking multimodality. problematisin gknowledge
Discussion of genre- choice, goal orientated, staged, purposeful to achieve social purpose, meaning accumulating over a stretch of text. Genre should not be rigid and static, but flexible. Meaning is realized through lexical and grammatical choices and language is a resource for meaning making. Focus on textual resources to create cohesive and coherent texts, where language is a flexible dynamic interrelated system within which choices are made to create meaning. Also predict the linguistic resources students need in order to make meaning, language audit, role of language and choice
Literacy cannot be seen as only a linguistic accomplishment anymore and there is no longer the close association between print and learning Multimodality can be seen as an eclectic approach modal affordances: what is possible to express easily. The metalanguage of multimodalities must be taught and understood, as choice of mode can affect pedagogic design and interpretation: the teacher's choice of mode shapes the knowledge or even interpretation. New possibilities.
New types of texts should encourage new approaches, and the digital multi-modal tools need to be used appropriately, new affordances, new opportunities for negotiation for meaning.
Inequality in classroom can be addressed Much of the hidden curriculum is shown that classroom pedagogy stratify learners and engage and enable learners unequally. Literary , reading skills at at the basis of learning and success at school, but is not tacitly taught. Socioeconomic situation determines exposure to lierary, reading is seen as incremental, but using scaffolding, LtoR and Rto Learn and the five steps, all leraners can by supported by the teacher (giving information instead of demanding information)
Jewtii describes approaches to using multimodality , specifically cdrom in a classroom. Description of approach, genre and mode . technical terms ot analyse the images: inclusion of various types of multimodal images. Transformation of original text.
Description of some of the semiotic resources students use in decoding multimodal texts, in this case the graphic novel. Students seem unaware of the but uses a range of resources (colour, angle, panels, perspective text) in decoding the texts
Linguistic analysis can be used to describe texts students could produce: teachers and students should have acces to successful texts to determine how texts are linguistically shaped and structured and how grammar and lexis is drawn upon: the genre. In genre beginning and stages can be identified on basis of shifts in lexical and grammatical patterning. As student move through school the type of texts they should produce becomes increasingly generalized and abstract, more interpretation and evaluation. This is done through nominalization, movein from chronological sequencing to embedding events as part of an argument and in using more evaluative lexis.
What does knowing a word entail? difference in undertanding depts vs width of vocabulary knowldege, using polysemosity of words to instruct, different appraoches to vacabulary instruction: using L1, read alounds, making connection with L1,
doi;10.1111/j.1540-5826.2005.00120
Bilingual education: always concerned with power relations among languages, Critical Approach there should be a fundamental pedagogical assumption and a commitment to social justice: in order to create the best learning environments for bilingual learners, educators should acknowledge these three central principles (affirming linguistic and cultural identities, promoting additive bilingualism, and fostering integration) When teachers are empowered and see themselves as agents of change, they can graps and integrate various approaches to bilingualism to support the students