Exploring a Pedagogical Model to Support Teaching New Literacy Skills in English Education -- An Irish Study

Autor/inn/en	Kearney, Sharon; Tangney, Brendan
Titel	Exploring a Pedagogical Model to Support Teaching New Literacy Skills in English Education -- An Irish Study
Quelle	In: Irish Educational Studies, 42 (2023) 1, S.99-122 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tangney, Brendan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
DOI	10.1080/03323315.2021.1910974
Schlagwörter	Teaching Methods; Literacy Education; English Teachers; Educational Change; English Curriculum; Instructional Innovation; Self Esteem; Student Attitudes; Attitude Change; Learner Engagement; Foreign Countries; Multiple Literacies; English Instruction; Secondary School Teachers; Learning Activities; Instructional Design; Secondary School Students; English Literature; Technology Integration; Learning Management Systems; Ireland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Bildungsreform; Educational Innovation; Bildungsinnovation; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Attitudinal change; Einstellungsänderung; Ausland; English langauage lessons; Lernaktivität; Lesson concept; Lessonplan; Unterrichtsentwurf; Sekundarschüler; Englische literatur; Irland
Abstract	As burgeoning twenty-first century technologies have enabled new ways of reading, writing and communicating, conceptions of literacy have changed -- and English curricula internationally have been modified to include "new literacy skills." Second-level English teachers, however, report needing more guidance in incorporating the teaching of these skills into their practice, and they seek to understand how changes to their curriculum and teaching practice impact their students. This study, which took place within an educational laboratory in Ireland, sought to address these two issues. This paper first presents an exploration into the adaptation of a practical, innovative pedagogy for teaching new literacy skills in the English context. Secondly, this paper reports on the impact this approach had on students' confidence and engagement in English. Results indicate largely positive changes in students' attitudes towards the English subject and towards learning English with technology. The authors argue this practical approach can be valuable to educators in formal school settings and that it warrants further investigation in such contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01