Critical Literacy in the First Year of Primary School: Some Insights from Greek Cypriot Classrooms

Autor/in	Ioannidou, Elena
Titel	Critical Literacy in the First Year of Primary School: Some Insights from Greek Cypriot Classrooms
Quelle	In: Journal of Early Childhood Literacy, 15 (2015) 2, S.177-202 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798414531973
Schlagwörter	Foreign Countries; Teaching Methods; Elementary Education; Grade 1; Public Schools; Literacy Education; Critical Literacy; Educational Policy; Greek; Educational Change; Instructional Materials; Language Usage; Interviews; Ethnography; Elementary School Teachers; Participant Observation; Reading Instruction; Textbooks; Power Structure; Metalinguistics; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Public school; Öffentliche Schule; Kritisches Lesen; Politics of education; Bildungspolitik; Grieche; Griechisch; Bildungsreform; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachgebrauch; Interviewing; Interviewtechnik; Ethnografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teilnehmende Beobachtung; Leseunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Metalanguage; Metasprache; Zypern
Abstract	The current paper examines teaching practices in three first-grade primary classrooms (age range from five years and nine months old to six years and nine months old) in Greek Cypriot public schools, exploring whether the wider changes in critical literacy education declared on a policy level are influencing classroom literacy practices. Greek Cypriot public education has followed the language policies developed in Greece since the island gained independence in 1960. However, from 2010, there has been a full-scale educational reform in Cyprus at all levels of education, and for the first time, a critical literacy model has been implemented. Drawing data from research conducted into classroom practices and discourse, the current paper analyses literacy teaching in three Greek Cypriot classrooms, focusing on the materials used, the idea of textuality, the role of metalanguage and the notion of language legitimacy produced in the classroom. The overall aim is to document how the model of critical literacy is applied (or not) in these classrooms, and to explore the limitations and difficulties encountered, especially in the first grade of primary school where students need to move from emerging to developing literacy, i.e. they need to acquire the mechanisms of reading and writing. The methodology adopted follows the methods used in micro-ethnography, focusing in this case on participant observation of literacy classes and interviews with teachers in three classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01