William Cope
Reda Sadki
May Thet Khine Nyein
Eugenia Arvanitis
Pinakini Shah
Jonathan deHaan
Alessandra Coutinho Fernandes
Ketan HeinLiteracy Teaching and Learning MOOC’s Updates
Section 5: Authentic Literacy Pedagogy
Authentic pedagogies were first formulated as a direct counterpoint to didactic pedagogies. They became well known and influential from the beginning of the twentieth century, initially through the work of John Dewey in the United States and Maria Montessori in Italy. When it comes to reading and writing, authentic pedagogies promote natural growth, a continuation of processes of language learning that began with learning to speak. Authentic literacy pedagogy recommends immersion in personally meaningful reading and writing experiences, with a focus on processes of reading and writing rather than the formalities of rules and adherence to conventions. It calls its approach learner-centred and aims to provide space for self-expression.
For examples of authentic literacy pedagogy in practice, see Section 5 at literacies.com.
Comment: What are the strengths and limitations of authentic pedagogy?
Make an Update: Analyze an example of authentic literacy pedagogy such as whole language or process writing. Describe the approach. What are its strengths and weaknesses? What are the differences from didactic literacy pedagogy?
Traditional writing, which is didactic literacy pedagogy, involves product-based writing (Kalantzis & Cope, 2016-A; Kalantzis & Cope). The products that the students produce are copies of earlier teacher-modelled pieces, often through rote learning (Kalantzis & Cope, 2016-A; Kalantzis & Cope). Teachers choose the topics of the written work as guided by the national/state curricula. The students do not have any opportunities to choose their topic of interest (Kalantzis & Cope, 2016-A; Kalantzis & Cope). The focus is on teaching the students grammar and convention rules, modelling the pieces and having the students copy the same (Kalantzis & Cope, 2016-A; Kalantzis & Cope). This literacy environment makes teachers control the teaching and the students passive learners of isolated learning of the language (Kalantzis & Cope, 2016-A; Kalantzis & Cope).
In authentic literacy pedagogy, the writing process approach allows students to consider their prior knowledge and experiences (Kalantzis & Cope, 2016-A; Kalantzis & Cope, 2016-B; Keen, 2017; Onozawa, 2010). Students get opportunities to explore and choose their areas of interest and experiences from daily life (Kalantzis & Cope, 2016-A; Kalantzis & Cope, 2016-B; Keen, 2017; Onozawa, 2010). Teachers facilitate the writing approach as a process and differentiate this process by individualising for each student (Kalantzis & Cope, 2016-A; Kalantzis & Cope, 2016-B; Keen, 2017; Onozawa, 2010). This differentiation allows individual students to become immersive and active writers who develop their writing skills by building upon the writing conventions they each need to improve upon and learning new conventions that help them create meaning and make their writing meaningful (Kalantzis & Cope, 2016-A; Kalantzis & Cope). This process happens in the context of them generating each written piece through pre-writing, drafting, revising, editing publishing and applying the conventions of the language in this process (Keen, 2017; Onozawa, 2010). In this eco-culture, students take ownership of their meaning-making and building of skills, and teachers are facilitators of this individualised learning (Kalantzis & Cope, 2016-A; Kalantzis & Cope, 2016-B; Keen, 2017; Onozawa, 2010).
The advantages of authentic literacy pedagogy through the process writing approach are: 1) It helps students focus on their interests, experiences and ideas; 2) It makes them active learners who take ownership and build upon the conventions through the process; 3) It fosters their critical and creative thinking and expression of their ideas; 4) It intrinsically motivates students to be immersed in the writing process and create their written works.
To conclude, didactic literacy pedagogy leads to passive learning of a language in isolated parts. Authentic literacy pedagogy, such as process writing gives freedom to learners to become active participants in their learning process and meaning-making (Kalantzis & Cope, 2016-A; Kalantzis & Cope, 2016-B).
References
Kalantzis, M. & Cope, B. (2016-A). 5.2 The Content Focus of Authentic Literacy Pedagogy.
College of Education, University of Illinois Urbana-Champaign. https://www.youtube.com/watch?v=PyjvWb4GXws
Kalantzis, M. & Cope, B. (2016-B). 5.3 The Organization of The Authentic Literacy Curriculum.
College of Education, University of Illinois Urbana-Champaign. https://www.youtube.com/watch?v=zbCfK2-WAyU
Keen, J. (2017). Teaching the Writing Process. Changing English, 24(4), 372–385. https://doi.org/10.1080/1358684X.2017.1359493
Onozawa, C. (2010). A study of the process writing approach. Research Note, 10, 153-163.
In authentic literacy pedagogy, the emphasis is on student-centric literacy development considering students’ prior knowledge and experiences. Teachers are facilitators in this ecology of authentic learning and get the opportunities to individualise learning for each student and help them in building upon their choices, interests and capabilities. Thus, authentic pedagogy allows for differentiation with real-life contexts of literacy acquisition and implementation. A challenge in authentic literacy pedagogy could be standardised tests that expect all students to perform and achieve the same outcomes at the same time. In an authentic pedagogical ecology, each learner could be at a different stage in their literacy learning.
Authentic pedagogy, which emphasizes real-world, meaningful learning experiences, boasts several strengths. Firstly, it promotes a deeper understanding of concepts as students engage with content in relevant, practical contexts. This approach cultivates critical thinking skills, problem-solving abilities, and encourages independent inquiry. Authentic pedagogy also fosters a sense of ownership and motivation among learners, as they see the direct applicability of their education to real-life situations. Additionally, it encourages collaboration, communication, and teamwork, skills that are invaluable in professional settings. However, authentic pedagogy also has its limitations. Implementing authentic learning experiences can be resource-intensive and time-consuming, potentially posing logistical challenges for educators. Additionally, assessment in authentic pedagogy may be more complex, as it requires a nuanced evaluation of students' ability to apply knowledge in varied and authentic contexts. Lastly, there may be subjects or topics that are challenging to teach authentically, necessitating a balanced approach that combines authentic experiences with other instructional methods. Despite these limitations, the strengths of authentic pedagogy in fostering meaningful learning experiences and preparing students for real-world applications make it a valuable approach in education.
There are too many reading assignments in class and not enough real communication. If a pupil isn't reading the book for enjoyment, information, or some other meaningful goal then they child won’t be interested. The following reading exercises, like the majority of reading activities are based on students' views, depending on how you teach and enhance them. I advise considering ways to include all three of the characteristics of authentic communication: the deliberate development of an idea; the need and pressure for clarification and support; and information gaps. Language assistance is still another essential instructional strategy, but keep in mind that it should support students' communication.
To enhance authentic communication, it's recommended to incorporate deliberate idea development, need for clarification and support, and information gaps. Language assistance should also be an essential instructional strategy, supporting students' communication.
Authentic Literacy Pedagogy is a learner-centered strategy that emphasizes self-expression and links students' classroom learning to situations in the real world. It involves a range of teaching strategies that engage pupils with the outside world and promote motivation by exposing them to it. While still in use, traditional writing techniques like copying and tracing letters have changed as a result of technological improvements. Real-world issues and solutions must be incorporated into activities for older students to preserve realism. This immersive learning environment encourages productivity and creativity because it may be used at the learner's own speed and ability level. The ability to collaborate, receive criticism, and brainstorm can help learners become better problem solvers. To make sure the procedure is successful, teachers should also pique students' interests. Students make better sense of the learning process and contribute to their future success by tying interests and real-life experiences together.
Authentic literacy education in action elicits a range of powerful reactions. One response goes back to the basics, claiming that didactic instruction is more effective and best for all pupils. Another is a cultural response, which claims that real pedagogy disproportionately disadvantages minorities and students of lower socioeconomic status. In contrast, a didactic approach to literacy calls for learning the principles governing how sounds and letters match together. It entails understanding the official guidelines for what is regarded as the proper style of writing. It has to do with understanding what authors are actually trying to say.
Authentic Pedagogy on Process of Learning to Write
As we know, Authentic Literacy Pedagogy is learner centered and it gives room for improvement in self-expression. Having a wide variety of educational and instructional methods that help connect students see what they are taught in the educational setting to the real world outside the 4 corners of their classroom. Making students have more expectations and to be interested in what they are learning, and therefore making them accomplish something for the future. With that being said, we have the traditional way of learning how to write that is taught at home and school. True that we would have to know how to read in the process too. Yes, what we learn at home and school, like copying the letters and tracing them to finally doing them on your own is still used but with the new advances made in society, the process of learning to write has evolved.
For our young learners, considering how advanced our world is we have technology and applications to help them learn as well. Moving to the older generation who has the capability to write, how do we make it that it is still considered having authentic pedagogy?
For example; having an activity that involves real-world problems in which students could write about what they feel or even solutions to such problems, then they could have presentation of their findings to their class. Having an immersive and authentic learning window for learner that can be viewed at their own pace and skill level in forms of media is good. Making it a social element for learners can boost their learning skills and its learning value. The productivity and creativity would get the students to share and collaborate on their outputs, have feedbacks and brainstorm. In a way, learners use higher level of thinking with how they do problem solving and sharing in this case. They see the larger picture of it all.
In the end teachers should capture the students interest as well in order for all of this to work. And when they connect things they do in real life and something they are interested in, they make more sense of the process.
In a first contact with the two currents, it becomes visible and logical that didactic pedagogy is an old and formal model of teaching. There is no contextualization and it keeps the student passive. On the other hand, authentic pedagogy comes as liberating, places the student at the center, contextualizes and frees the teacher's relationship with students.
However, the reality is often different. As we can see here in the comments of colleagues. At this point, the third video is very important because it shows the critical views of authentic pedagogy, taking it from the pedestal of savior of our literacy and as the only possible path.
We are dealing with two theories and not two immutable truths and there is no such thing as a totally right and a totally wrong line. I think there must be critical thinking on the part of teachers. Just as there are different students who learn on their own time and sometimes with different methods. A good literacy teacher must get to know his group of students and see which methodology is best applicable for that context. Sometimes it may be necessary to go back to the formal and apply didactic pedagogy and sometimes authentic pedagogy. A good lesson plan is one that mixes several theories to achieve maximum quality within that context of that classroom.
Authentic literacy pedagogy recommends immersion in personally meaningful reading and writing experiences, focusing on the processes of reading and writing rather than the formalities of rules and adherence to conventions.
Students are actively engaged in exploration and inquiry.
Learning, most often, is interdisciplinary, requiring integration of content from several disciplines and leads to outcomes beyond the domain-specific learning outcomes.
Journals are one example of authentic learning task designed to showcase the students work and also allow for reflection.
Here in Mexico, when I studied English as a second language during elementary school the didactic literacies had a special place, besides it was not the only one to be encouraged. Much of what I know today about English language is due to didactic literacies where I had, for example, to repeat 5 times each new word with a drawing and sentence. Many years later, I began to teach English as a second language to young and teenage learners and the situation is different. Today this type of traditional didactic literacies are considered as obsolete since new pedagogical approaches state that learners are to acquire knowledge by associating it with their own experiences brought in the classroom.
I agree that these new authentic literacy pedagogies which are more focused on the learner are more significant than traditional didactic literacies since the learner himself is involved actively in the educational practice. I do know that these new authentic literacy pedagogies are more a consequence of our contemporary global context, where the digital revolution makes learners more engaged in new literacies that certainly will make those traditional didactic literacies obsolete. This is why authentic literacy pedagogies such as whole language matters for today’s educational practice aimed at making active global citizens.
However, there can be a problem with these new authentic literacy pedagogies. These pedagogies can become utopian if they truly don’t consider learners needs as it is supposed to be. For example, when I was teaching English at public junior high schools there were so many challenges. The national curricula stipulated that at the end of junior high school learners should have a B2 level of English proficiency. This is impossible since most of junior high school students at public school have never learned English besides the national curricula states that it must be taught since kindergarden.
Not only there is a problem of lack of English teachers on public kindergarden and elementary schools but the own pedagogical approaches from the national curricula oriented to authentic literacies is prone to be an utopia since junior high school students are expected to learn certain level of English through immersion (learning about the what, how and why of the English language) when most of them have little to no knowledge about the language.
Didactic literacies become crucial strategies to mitigate these maladies caused by a lack of cognitive bridges since they are less autonomous learners. Moreover, third-grade junior high school students need these literacies to have more chances to pass the high school admission test where questions related about English language are more focused on vocabulary and grammar issues.
I work at a bilingual school, and last year we decided to implement biliteracy as an important part of our language program. Whereas in the past we’ve always tried to keep the two languages of our school (English and Spanish) separate, our biliteracy approach favors embracing the similarities and differences between the two languages, and using one to learn the other.
Our biliteracy program also teaches grammar explicitly, which is something that my school had shied away from in recent years. We implement a tactic called “bridges” or “puentes” in Spanish, in which we teach grammar to the students and show them how certain rules do or don’t apply in both languages.
In the past Spanish teachers were encouraged to avoid using English in their classes, and English teachers were likewise discouraged from using Spanish in front of the students. We’ve seen a huge change in that this school year, because we now realize that the learning of each language doesn’t have to be mutually exclusive.
My favorite aspect of the biliteracy program is that it takes a very holistic approach to language learning. For example, in the past we tended to focus on either decoding or reading comprehension when teaching the younger primary school students to read. Biliteracy reminds us that both of these things and many other aspects need to be taken into consideration to help our students become successful readers. I love that we are looking at the bigger picture now rather than at small snapshots.
It’s still too early to see the results of our new biliteracy program and the effects that it will have on our students’ education, but so far the teachers and other staff are very happy with it. I’m sure this will cause an improvement in our children’s understanding and use of both English and Spanish.
Literacy Teaching and Learning
Whole Language
Week 3 Update #5
Theresa Schantz
The whole language approach to literacy began its emergence in the early 1960’s. “Whole language is an approach to learning that sees language as a whole entity, and writing, speaking, reading, and listening should be integrated when learned. In whole language, learning is built upon the real experiences and background knowledge of the learner.” Some of the most well-known educational theorists are credited with contributing to its creation, Dewey,Vygotsky and Rosenblatt to name a few.
Many professional theorists believed that didactic education was unsuccessful and that a shift needed to occur. They believed that education needed to be more student centered, and that education needed to be more an experience as opposed to mote learning.
Many critics of the whole language movement feel that early readers develop disadvantages when it comes to certain areas including spelling, which can carry on to the later years. A misconception about whole language learning is that phonics in general is not taught properly when whole language learning is utilized. This is incorrect. While phonics instruction is not the main component, phonics instruction is present.
One of the more successful methods of education, still today, utilizes the whole language theory of learning. Maria Montesori believed that a more realistic form of learning would lead to a more well-rounded education .Her method of education is based on self-directed and hands-on learning. Her first school was opened in January of 1907, really long before whole language began to prosper. These student-centered schools still thrive today.
https://www.verywellfamily.com/what-is-whole-language-reading-620834?print