First Language (Dinka) Literacy as a Foundation for English ...

More documents

Recommendations

Info

Section 2: Teaching Ideas The learners also placed a high value on the ‘truth’ of the stories. When some facts were changed in a text for a ‘find the problem’ learning activity, everyone was indignant, and insistent that the text was ‘no good’. The class also coped well with new and difficult language needed for the texts eg vice president, saying they were motivated to learn it because they were interested in the topic. Some learners also reported that they learnt and practised new grammatical concepts through working with the stories eg male vs female pronouns (these are not distinguished in Dinka). It would be interesting to test a similar approach with other factual topic areas. These could include places (eg a country, a city, a suburb, a school, a class) or events (eg a public holiday, a class routine). © Commonwealth of Australia 2009 Dinka-English Literacy Project Page 22
Section 2: Teaching Ideas Sentence makers for ‘writing’ A weather text on the ‘sentence maker’ The class used large fuzzy boards with word cards on Velcro to revise and create texts. The fuzzy boards and word cards came from an approach popular in primary schools in the 1970s (the Breakthrough to Literacy method of Mackay, Thomson and Schaub). The boards and cards are known as ‘sentence makers’. At the start of the course, the class used the sentence makers to create texts about the weather. The whole class talked about the weather first and established the ‘facts’, then individuals volunteered to create a text eg last night was hot or today is good. This was a hands on introduction to the significance of word order (learners placed word cards on the board, then tested out the sentence by reading it out - quickly discovering that different word order affected meaning). The whole class was involved in the construction and editing processes. Once the group was very familiar with the topic, they also created weather texts in pairs using individual sentence makers (words written on business cards). This allowed people to work at different levels, with some pairs sticking to a single sentence, while others created more extended texts. © Commonwealth of Australia 2009 Dinka-English Literacy Project Page 23
Page 1 and 2: First Language (Dinka) Literacy as
Page 3 and 4: Contents Section 1: Project Report.
Page 5 and 6: Section 1: Project Report language
Page 7 and 8: Section 1: Project Report Methodolo
Page 9 and 10: Section 1: Project Report Outcomes
Page 11 and 12: Section 1: Project Report Increased
Page 13 and 14: Section 1: Project Report The selec
Page 15 and 16: Section 1: Project Report teacher w
Page 17 and 18: Section 1: Project Report Suggestio
Page 19 and 20: Section 2: Teaching Ideas Section 2
Page 21: Section 2: Teaching Ideas Stories W
Page 25 and 26: Section 2: Teaching Ideas Card read
Page 27 and 28: Section 2: Teaching Ideas Sight wor
Page 29 and 30: Section 2: Teaching Ideas Telling t
Page 31 and 32: Section 2: Teaching Ideas Cleaning
Page 33: Section 3: Attachments Section 3: A

First Language (Dinka) Literacy as a Foundation for English ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?