Page 96 - Teaching English at Primary Level: From Theory into the Classroom
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Developing Literacy


                       4. Watch a video in which the language experience approach is used in prac-
                          tice and discuss its effectiveness for developing literacy.
                       5. Watch Ana Halbach present the text-based approach in a CLIL context
                          (Workshops and Conferences, Video 1: Developing FL Literacy in CLIL Con-
                          texts). What are the different phases of the approach and how do they help
                          students produce texts?

                       Key Takeaways
                        • Literacy incorporates all four language skills and contributes to the devel-
                          opment of communicative competence.
                        • Developing multiliteracy skills includes using multiple modes (i.e. linguis-
                          tic, visual, aural, gestural and spatial), different languages and different cul-
                          tural contexts.
                        • There are clear benefits in using a balanced-literacy approach – one that
                          integrates different methods in line with the needs of the learners, their
                          age and language level.
                        • Observing and analysing different spoken and written texts will help learn-
                          ers produce texts.

                       Further Reading
                       Cameron, L. (2001). Teachinglanguagestoyounglearners. Cambridge University
                          Press.
                       Cloud, N., Genesee, F., & Hamayan, E. (2009). Literacy instruction for English lan-
                          guage learners. Heinemann.
                       Dagarin Fojkar, M. (2014). Literacy development in course books for teaching
                          English in the second cycle of Slovenian primary school. Linguistica, 54(1),
                          153–166.



























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