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INCLUSIVE TEXTS AND TEXTUAL PRACTICES:

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There are many, many types of books in the world, which makes good sense because ... emotions evoked (Coraline: The graphic novel by Neil Gaiman and P Craig Russell) ... – PowerPoint PPT presentation

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Title: INCLUSIVE TEXTS AND TEXTUAL PRACTICES:


1
INCLUSIVE TEXTS AND TEXTUAL PRACTICES
  • SUPPORTING ESL LEARNERS

2
  • There are many, many types of books in the world,
    which makes good sense because there are many,
    many types of people and everybody wants to read
    something different (Lemony Snicket The Bad
    Beginning p.83).

3
Philosophical position
  • Indisputable link between wide reading and
    academic success (Guthrie Alvermann 1999
    Cullinan 2000 Krashen, 2004)
  • Literature and The Australian Curriculum English
    (National Curriculum Board, 2009)
  • Reading is much more than decoding the surface
    meaning
  • Motivation and engagement are at the heart of the
    reading experience
  • Becoming literate in the fullest sense

4
(No Transcript)
5
The Pleasures of Literature Nodelman and Reimer,
2003
  • The pleasure of the words themselves (The Cat on
    the Mat is Flat by Andy Griffiths)
  • The pleasure of having ones emotions evoked
    (Coraline The graphic novel by Neil Gaiman and P
    Craig Russell)
  • The pleasure of making use of a repertoire of
    knowledge and comprehension (Change the Game
    series by Michael Hyde Too Cool series by Phil
    Kettle)
  • The pleasures of recognising gaps in repertoire
    and learning the knowledge or strategy needed to
    fill them (Special Kev by Chris McKimmie Two
    Summers by John Heffernan Freya Blackwood)

6
Pleasures contd
  • The pleasure of the pictures and ideas that the
    words evoke (Fire Bed and Bone by Henrietta
    Branford)
  • The pleasure of finding a mirror for oneself (Do
    Wrong Ron by Steven Herrick)
  • The pleasure of escape (The Thief Lord by
    Cornelia Funke)
  • The pleasure of story (Polar Boy by Sandy
    Fussell)
  • The pleasure of storytelling (The Silver Donkey
    by Sonya Hartnett)

7
Pleasures contd
  • The pleasure of understanding
  • The pleasure of gaining insight
  • The pleasure of recognising forms and genres
  • The pleasure of sharing experiences with
    literature
  • The pleasure of discussing with others our
    responses to texts we have read

8
Reading as a quest for meaning
  • That all texts are puzzles, initially, to all
    readers.
  • Read Longing for William and/or Martin John
    Davis from Buried Secrets by Christine Harris to
    model active reading, playing the game with
    the author.
  • Also read a story cold with your class,
    modelling how experienced readers build
    expectations, predict, modify, make mistakes,
    wrong choices, are confirmed, surprised, puzzled,
    challenged, satisfied.

9
Literary/visual experiences
  • Books are literary experiences first they are
    not tools or tracts but are designed to tell
    stories, to give pleasure, and because by their
    very nature books invite questions and open up
    ideas, they can be powerful in exploring human
    experiences.

10
Texts
  • Our students need texts that
  • reflect the diversity of Australian culture,
    experiences, identities, places
  • expand horizons, explore other cultures, lives,
    places and times
  • ensure that the backgrounds of all students are
    acknowledged and appreciated
  • develop cross-cultural understandings
  • expand students cultural horizons

11
Fables
  • Very useful for understanding the meaning behind
    the story (or words) and for understanding
    metaphor (David Millers Refugees)
  • Squids will be squids by Jon Sciezska and Lane
    Smith and Arnold Lobels Fables
  • Read Woolvs in the Sitee (Wild and Spudvilas) or
    Nobody Owns the Moon (Riddle) or The Red Tree
    (Tan) or Fox (Brooks and Wild) or The Island
    (Greder) as fables, and have students suggest
    morals for them.
  • Students can write their own fable/s and read
    them to the class who can suggest their morals.
  • Could then move to writing pourquoi stories
    stories with a layer of hidden meaning

12
Wordless picture books
  • Shaun Tans The Arrival, David Weisners Flotsam
  • No right or wrong interpretation
  • Models that rich texts are open to, and support,
    multiple interpretations and readings
  • Different life experiences will inform responses
  • Different reading experiences will inform
    responses
  • Connect reading and writing students write the
    story or a section of it as a narrative or as a
    comic strip style, adding dialogue etc.
  • Promotes lots of discussion specific oral
    language located in the ideas and images in the
    text

13
Picture books
  • Moving from seeing to thinking with images
    capable of being contemplated and explored.
  • Opportunities for extended explanations
  • Collaborative meaning making
  • At a cognitive level, writing about or
    discussion of complex issues with the teacher and
    peers encourages students to reflect critically
    and refine their ideas...They are enabled to
    understand more of the content and language that
    they hear or read (Cummins, 1996, p.81)
  • The fact this experience has been shaped by
    another place and culture can only be a bonus in
    a group that is engaged in negotiating meaning
    (Arizpe Styles, 2003, p.174)
  • Also important to identities how children feel
    about themselves as learners
  • Enriches messages we are giving about what
    reading means, filling the readerly gap and
    becoming a kind of co-author

14
Verse novels/graphic novels
  • Verse novels
  • Easy to read so can be read quickly
  • Lack of text on the page not daunting
  • Uses rich poetic language
  • Often uses humour, multiple voices, spoken-like
    language
  • Graphic novels
  • Sophisticated visuals
  • Narrative carried in the visuals
  • Prompts thinking and conversation

15
Supporting EAL learners
  • Arizpe and Styless research shows that children
    can move beyond cultural differences and motifs,
    understand characters behaviours and find
    personal resonances with emotionally powerful
    stories.
  • Importance of texts that second language learners
    can relate to their personal histories or
    understandings of the world and equally important
    is the opportunity to have ones voice heard
    (Cummins, 1996).
  • Importance of enabling adult who genuinely
    wants to help young readers express their
    responses and is not focussed on decoding.
  • Young readers need texts that are worth reading,
    the time to explore, think and reflect to
    demonstrate conceptual levels beyond their
    literacy level.

16
Chamberss Four ways of Saying
  • Saying for yourself
  • Saying it to others
  • Saying it together
  • Saying the new
  • Also his Three Sharings (enthusiasms - likes and
    dislikes, puzzles difficulties, and
    connections discovering patterns) and Tell Me
    questions get at students meanings and responses

17
Drama
  • Drama-based activities deepen engagement with the
    text, and promote comprehension of the issues
    raised in the text
  • Dramatising and or acting out often reveals to
    students that they know more than they thought
    they did.
  • Tableaux/freeze frame a moment in time
  • Editor/Journalists reporting on an event in the
    text
  • Readers Theatre Script a piece of text
    (picturebook, short story, poem, novel etc) and
    read the selection in character, using words and
    voice, rather than action to reveal character,
    emotion, relationships, tone etc.
  • Hot seating - students can take turns at being
    in character.
  • Conscience Alley

18
Drama contd
  • Tableaux/freeze frame a moment in time
  • Editor/Journalists reporting on an event in the
    text
  • Readers Theatre Script a piece of text
    (picturebook, short story, poem, novel etc) and
    read the selection in character, using words and
    voice, rather than action to reveal character,
    emotion, relationships, tone etc.
  • Hot seating - students can take turns at being
    in character.
  • Media Hype interview a character/s using a
    well-known television format

19
Multimedia responses
  • Familiar or easy-to-use software such as IMovie,
    Moviemaker, Photostory, PowerPoint
  • Image, music, sound effects, voice over, excerpts
  • Does not need to use written language to show
    depth of understanding and interpretation

20
Books that present the culture of the host
country mainstream Australia
  • Are we There Yet? By Alison Lester
  • Greetings from Sandy Beach by Bob Graham
  • A Year on our Farm by Penny Matthews Andrew
    McLean
  • Two Summers by John Heffernan Freya Blackwood
  • In My Backyard by Nette Hilton Anne Spudvilas
  • Shutting the Chooks in by Libby Gleeson Ann
    James

21
Books that present the culture of the host
country Indigenous Australia
  • A is for Aunty by Elaine Russell
  • Do Not Go Round the Edges by Daisy Utemorrah
    Pat Torres
  • You and Me Our Place by Leonie Norrington Dee
    Huxley
  • The Whalers by Percy Mumbulla Bronwyn Bancroft
  • Stradbroke Dreamtime by Oodgeroo
  • Yumba Days by Herb Wharton
  • My Girragundji The Binna Binna Man by Boori
    Pryor and Meme McDonald
  • The Papunya School Book of Country and History by
    the Papunya School
  • Me and Mary Kangaroo by Kevin Gilbert
  • The Fat and Juicy Place and Two Hands Together
    by Diana Kidd
  • Songman by Allan Baillie
  • The Burnt Stick by Anthony Hill

22
Books about inclusiveness
  • Cat and Fish by Neil Curtis and Joan Grant
  • Duckys Nest by Gillian Rubinstein Terry
    Denton
  • The Lost Thing by Shaun Tan
  • The Singing Hat by Tohby Riddle
  • The Man who Loved Boxes by Stephen Michael King
  • Pearl Barley and Charlie Parsley by Aaron Blabey
  • Clive Eats Alligators by Alison Lester
  • Arabella by Wendy Orr Kim Gamble

23
Books that deal with immigrant or cultural
minorities within our society
  • Fang Fang books by Sally Rippin
  • Nips XI Nips go National and Noodlepie by Ruth
    Starke
  • Brockys Bananagram Winning the World Cup by
    David Metzenthen
  • Nights in the Sun by Colin Bowles
  • Onion Tears by Diana Kidd
  • Soraya the Storyteller by Rosanne Hawke
  • The Wishing Cupboard by Libby Hathorn Elizabeth
    Stanley
  • Does my Head Look Big in This? by Randal
    Abdel-Fattah
  • The Dons by Archimede Fusillo
  • The Garden of Empress Cassia A Ghost in my
    suitcase by Gabrielle Wang

24
Those that are situated within another culture,
in another country
  • Homeless Bird by Gloria Whelan (India)
  • Sarindi and the Lucky Bird by Janine Fraser and
    Kim Gamble - (Indonesia)
  • Parvana and Parvanas Journey by Deborah Ellis
    (Afghanistan)
  • Diego, Run! and Diegos Pride by Deborah Ellis
    (Bolivia)
  • Little Brother by Allan Baillie (Cambodia under
    the Khmer Rouge)
  • The China Coin by Allan Baillie (China during
    Tiananmen massacre)
  • Treasure Seekers by Allan Baillie (Indonesia)
  • Behind the Wind trilogy by Jamila Gavin (set in
    India during partition based on the authors
    life)
  • Revolution is not a Dinner Party a Novel by Ying
    Chang Compestine (China during the cultural
    revolution)
  • Ziba Came on A Boat by Liz Loftouse Robert
    Ingpen (Afghan refugees)
  • Where the Streets had a Name by Randa
    Abdel-Fattah (contemporary Palestine and Israel)

25
References
  • Arizpe, E. Styles, M. (2003). Children reading
    pictures Interpreting visual texts. London
    RoutledgeFalmer.
  • Chambers, A.(1993).Tell Me children, reading and
    talk. Stroud The Thimble Press.
  • Cullinan, B.E. (2000). Independent reading and
    school achievement, in Assessment of the role of
    the school and public libraries in support of
    educational reform. New York American Library
    Association.
  • Cummins, J. (1996) Negotiating identities
    Education for empowerment in a diverse society.
    Ontario California Association for Bilingual
    Education.
  • Edwards, Viv (1998). The Power of Babel teaching
    and learning in multilingual classrooms. Oakhill
    Trentham Books University of Reading
  • Guthrie, J.T. Alvermann, D.E (Eds.). (1999).
    Engaged reading Processes, practices and policy
    implications. New York Teachers College Press.
  • Krashen S. The Power of Reading Insights from
    the Research 2nd ed. Westport Libraries
    Unlimited, 2004.
  • National Curriculum Board (2009). Shape of the
    Australian Curriculum English. Barton, ACT NCB.
  • Nodelman, P. Reimer, M. (2003), The pleasures
    of childrens literature. 3rd ed. Boston Allyn
    Bacon.
  • Rowan, L. (2001). Write me in inclusive texts in
    the primary classroom. Marrickville PETA.
  • Victorian Curriculum and Assessment Authority
    (2005). Victorian Essential Learning Standards.
    East Melbourne The Authority.
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