Extreme(s) Makeover: Countering False Dichotomies of Literacy Education in the Australian Context

Autor/inn/en	Hamston, Julie; Scull, Janet
Titel	Extreme(s) Makeover: Countering False Dichotomies of Literacy Education in the Australian Context
Quelle	In: Literacy Teaching and Learning, 12 (2007) 1, S.1-18 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Literacy; Teaching Methods; Literacy Education; Teacher Effectiveness; At Risk Students; Indigenous Populations; Socioeconomic Status; English (Second Language); Phonological Awareness; Politics of Education; Cognitive Style; Adjustment (to Environment); Australia + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sinti und Roma; Socio-economic status; Sozioökonomischer Status; English as second language; English; Second Language; Englisch als Zweitsprache; Educational policy; Bildungspolitik; Cognitive styles; Kognitiver Stil; Australien
Abstract	This paper highlights some of the enduring dichotomies that prevail in Australia regarding the most effective way to teach literacy. These contrastive positions are often used by policymakers and the media to construct the view that teachers are failing to teach literacy well. In uncovering some of the polemical positions taken on literacy education, the authors argue that rather than an either/or approach, effective literacy teaching for diverse learners involves teachers in crafting a pedagogy that embraces multiple forms of literate practice for complex texts and times. (Contains 3 tables.) (As Provided).
Anmerkungen	Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site: http://www.readingrecovery.org/rrcna/journals/ltl/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10