YOUR LOGO Oliver Meyer KU Eichstätt Dr. Oliver Meyer The Graz Group 2015 Abc Abc a Making deep learning happen Pluriliteracies Teaching for Learning GR AZ OUP THE _____________________________________________________________ Do Coyle, Ana Halbach, Oliver Meyer, Kevin Schuck & Teresa Ting
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YOUR LOGOOliver Meyer KU Eichstätt
Dr. Oliver Meyer The Graz Group 2015
AbcAbca
Making deep learning happen
Pluriliteracies Teaching for Learning
GRAZOUPTHE
_______________________________________________________________Do Coyle, Ana Halbach, Oliver Meyer, Kevin Schuck & Teresa Ting
CLIL Researchers:Teresa Ting, Helmut Vollmer, Christiane Dalton-Puffer, Ian-Gerrit Koopman, Rachel Whittaker, Irina Hawker, Ana Halbach, David Lasagabaster, Ana Llinares, Do Coyle, Roy Lyster, Kevin Schuck, Yolanda Ruiz Zarobe & Oliver Meyer
SLF sees language as a means for learning about the world.It models learning as a process of making meaning, and language learning as building one‘s meaning making potential to make meaning in particular contexts.Knowledge is viewed as meaning, a resource for understanding and acting on the world. All knowledge is constituted in semiotic systems with language as the most central. (Mohan et al. 2010:221)
“In 21st century plurilingual societies,languages are not compartmentalized in a diglossic situation, but rather they overlap, intersect, and interconnect. A fusion of languages, dialects, scripts, registers, and semiotic systems characterize how people communicate today. As political and economic alliances are shaped and technology advances,literacy practices and literacy identities are variable and integrated.”(Sridhair in Garcia et al.)
LEVEL III: discourse function/genre/mode/ depth of content information
LEVEL II: discourse function/genre/mode/depth of content information
LEVEL I: discourse function/genre/mode/depth of content information provided
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Education at the crossroads
YOUR LOGOThinking skills (Logotron 2010)
Thinking Skills
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PTL FAQ
1.
1. Why bother? How? 3 key strategies? 2. What are the practical implications of the model? 3. How does the concept of competences tie in with the
model?4. If we are asking subject teachers to address the literacy
demands in their subject in L1 [which they are often resistant to in the initial instance], how do we convince them to introduce L2 [particularly in a country where the L1 is English]?
5. How flexible, rigid is this model?
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Curriculum, Text Selection,
Planning & Evaluation
Preparing before Reading
Joint
Cons
tructi
on
Independent
Writing
DetailedReading
Joint
Rew
riting
Individual
Rewriting
Sentence Making
Sentence
Writing
Spell
ing
Reading to Learn Pedagogy Cycle (Rose 2012)
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Modelling Meaning-Making Potential II
Literacy-Level
Micro-Genre(cognitive discourse function)
Meso-Genre(i.e. explanation)
Macro-Genre(i.e. lab report)
Novice
Intermediate
Advanced
YOUR LOGOback
Multimodality and Semiotic Translation: keys to Subject Specific Literacies