BibTex RIS Kaynak Göster

Looking Back to Look Forward: Understanding the Present By Revisiting The Past: An Australian Perspective

Yıl 2007, Cilt: 3 Sayı: 2, 8 - 29, 01.08.2007

Öz

Cambourne and Turbill trace the growth, change and finally marginalisation of progressive approaches to literacy education by examining whole language philosophy in Australia from the 1960s to the present. Using a critical lens, Cambourne and Turbill describe how whole language has been positioned throughout the last nearly 50 years in terms of curriculum, pedagogy, and assessment. Cambourne and Turbill offer a personal history of whole language in Australia and draw connections of the educational changes occurring in their country to other western democracies. Their insights are valuable in order to examine other grass roots programs and to better understand how politics impact educational movements

Kaynakça

  • Ashton-Warner, S. (1963). Teacher. New York: Simon and Schuster.
  • Barnes, D., Britton, J., & Torbe, M. (1989). Language, the learner, and the school. NH: Boynton/Cook (Heinemann).
  • Brennan, M. (1994). The discourse of denial: Cross-examining child victim witnesses. Unpublished doctoral dissertation, University of Wollongong, NSW, Australia.
  • Butler, A. and Turbill, J. (1984). Towards a reading-writing classroom. Rozelle, Australia: Primary English Teaching Association.
  • Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy. Auckland: Ashton Scholastic.
  • Cambourne, B. (1994). The rhetoric of “the rhetoric of whole language.” Reading Research Quarterly, 29 (4), 330-332.
  • Cambourne, B. and Turbill, J. (1987). Coping with chaos. Rozelle, Australia: Primary English Teaching Association.
  • Carle, E. (1969). The very hungry caterpillar. New York: Philomel.
  • Chall, J. (1967). Learning to read: The great debate. New York: John Wiley.
  • Christie, F. (1989). Language education. New York: Oxford University Press.
  • Christie, F., Devlin, B., Freebody, P., Luke, A., Martin, J., Threadgold, T. & Walton C. (1991). Teaching critical social literacy: A project of national significance on the preservice preparation of teachers for teaching English literacy. Canberra: Department of Education Employment and Training.
  • Clay, M. M. (1979). Reading: The patterning of complex behaviour. (2nd Edition). Auckland: Heinemann.
  • Comber, B. and Barnett, J. (Eds). (2003). Look again: Longitudinal studies of children’s literacy learning. Newtown: Primary English Teachers Association.
  • Comber, B. (2001). Critical literacies and local action: Teacher knowledge and a ‘new’ research agenda. In B. Comber & A. Simpson (Eds.) Negotiating critical literacies in classrooms. New Jersey: Lawrence Erlbaum.
  • Comber, B. (2003). Critical literacy: What does it look like in the early years? In N. Hall, J. Larson, J. & J. Marsh, (Eds.) Handbook of research in early childhood literacy. Sage/Paul Chapman, United Kingdom.
  • Department of Education NSW. (1961). Curriculum for Primary Schools. Sydney: V.C.N. Blight, Government Printer.
  • Department of Education NSW. (1974). Curriculum for Primary Schools: Language. Sydney: New South Wales Government Printer.
  • Department of Education NSW. (1978). Reading K-12: Curriculum Policy Statement. Sydney: NSW Department of Education.
  • Department of Education NSW. (1987). Writing K-12. Sydney: NSW Department of Education.
  • Department of Education and Employment. (1991). Australia’s language: The Australian language and literacy policy. Canberra, Australia: AGPS.
  • Department of Education Science and Training. (2005). Teaching reading: Report and recommendations. National Inquiry into the Teaching of Literacy, Canberra: Commonwealth of Australia.
  • Department of Education and Science. (1975). (The Bullock Report), A language for life. Report of the Committee of Inquiry for the Department of Education and Science under the Chairmanship of Sir Alan Bullock, London, Her Majesty's Stationary Office. Accessed 10th March 2007. http://www.dg.dial.pipex.com/documents/docs1/bullock.shtml
  • Derewianka, B. (1990). Exploring how texts work. Rozelle: Primary English Teaching Association.
  • Elkind, D. (1995, September). School and family in the postmodern world. Phi Delta Kappan, 8-14.
  • Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL. 5(7), 7-16.
  • Goodman K. S., & Gollasch F.V. (1982). Language and literacy: The selected writings of Kenneth S. Goodman Vols. 1 &2. Boston: Routledge and Kegan Paul.
  • Goodman, Y., Watson, D. & Burke, C. (2006). 2nd Ed Reading miscue inventory: From evaluation to instruction. Katonah, NY: Richard C Owen Publishers.
  • Graves, D. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann Educational Books.
  • Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.
  • Halliday, M.A.K. (1980). Three aspects of children's language development: Learning language, learning through language, learning about language. Paper presented in Master Education Course, Sydney University, Australia.
  • Harste, J.C. (1989). New policy guidelines for reading: Connecting research and practice. Urbana, IL: National Council of Teachers of English.
  • Holdaway, D. (1979). The foundations of literacy. Sydney: Ashton Scholastic.
  • Hufnus, B. (no date). Gestalt Theory. Department of Educational Technology, San Diego State University. Retrieved 22nd February 2007 from http://coe.sdsu.edu/eet/articles/gestalt/index.htm.
  • Louden W., Rohl M., Barratt-Pugh C., Brown C., Cairney T., Elderfield J., House H., Meiers M., Rivalland J., & Rowe K. (2005). Effective literacy teaching practices in the early years of schooling, A Special Edition of the Australian Journal of Language and Literacy. 28 (3), 175-249.
  • Luke, A. (1987). Making Dick and Jane: Historical genesis of the modern basal reader. Teachers College Record 89 (1), 91-116. Retrieved 3-15-07 from http://www.tcrecord.org ID Number: 537.
  • Luke, A. & Freebody, P. (1999). A map of possible practices: Further notes on the four resources model. Practically Primary 4 (2), 5–8.
  • Luke, A. & Freebody, P. (1999b). Further Notes on the Four Resources Model, Reading Online, Retrieved 5-20-07 from http://www.readingonline.org/past/past_index.asp? HREF=/research/lukefreebody.html.
  • Knapp, P., & Watkin M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing, Australia: University of NSW Press.
  • Martin J. (1985). Factual Writing: Exploring and challenging social reality. Geelong, Vic.: Deakin University Press (ECS806 Sociocultural Aspects of Language and Education).
  • NSW Board of Studies. (1998). English K-12 Syllabus. Sydney NSW: Board of Studies.
  • Plowden Report. (1967). Children and their primary schools. Report of the Central Advisory Council for Education (England) London: HMSO Retrieved March 10th 2007 from http://www.dg.dial.pipex.com/documents/plowden.shtml
  • Skinner, B. F. (1957). Verbal behaviour. Englewood Cliffs, NJ: Prentice Hall.
  • Smith, F. (1978). Reading. Cambridge: Cambridge University Press.
  • Smith, F. (1982). Writing and the writer. London: Heinemann.
  • Smith, F. (1983). Reading like a writer. Language Arts, 60 (5) 558-567.
  • Smith, F. (1986). Insult to intelligence: The bureaucratic invasion of our classrooms. Portsmouth, NH: Heinemann.
  • Thomas, D. (1985). Taking stock, in L. Unsworth, (Ed.) Reading: An Australian perspective. Melbourne: Nelson.
  • Turbill, J. (Ed.) (1982). No better way to teach writing. Rozelle: Primary English Teaching Association.
  • Turbill, J. (1983). Now, we want to write Rozelle: Primary English Teaching Association.
  • Turbill, J. (2001a). A researcher goes to school: The integration of technology into the
  • early literacy curriculum. Journal of Early Literacy 1 (3), 255-279.
  • Turbill, J. (2001b). Getting kindergarteners started with technology: The story of one
  • school. Reading Online, 5(1). Retrieved on March 10, 2007 from
  • http://www.readingonline.org/international/inter_index.asp?HREF=turbill2/inde x.html
  • Turbill, J. (2003). Exploring the potential of the digital language experience approach
  • in Australian classrooms. Reading Online 6 (7). Retrieved on March 10, 2007 from
  • http://www.readingonline.org/international/inter_index.asp?HREF=turbill7
  • Turbill J. & Cambourne, B. (1997). The changing face of whole language. Special Issue, Australian Journal of Language and Literacy, 20 (2).
  • Walshe, R.D. (Ed.) (1981a). Donald Graves in Australia. Rozelle: Primary English Teaching Association.
  • Walshe, R. D. (1981b). Every child can write. Rozelle: Primary English Teaching Association.
  • Watson D.J. & Allen, P. (1976). Findings of research in miscue analysis: Classroom implications. Urbana, IL: National Council of Teachers of English.
  • Weaver, C. (1980). Psycholinguistics and reading: From process to practice. NY: Winthrop Publishers.
  • Wilde, S. (1996). Notes from a kidwatcher: Selected writings of Yetta M Goodman. Portsmouth, NH: Heinemann.

Yıl 2007, Cilt: 3 Sayı: 2, 8 - 29, 01.08.2007

Öz

Kaynakça

  • Ashton-Warner, S. (1963). Teacher. New York: Simon and Schuster.
  • Barnes, D., Britton, J., & Torbe, M. (1989). Language, the learner, and the school. NH: Boynton/Cook (Heinemann).
  • Brennan, M. (1994). The discourse of denial: Cross-examining child victim witnesses. Unpublished doctoral dissertation, University of Wollongong, NSW, Australia.
  • Butler, A. and Turbill, J. (1984). Towards a reading-writing classroom. Rozelle, Australia: Primary English Teaching Association.
  • Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy. Auckland: Ashton Scholastic.
  • Cambourne, B. (1994). The rhetoric of “the rhetoric of whole language.” Reading Research Quarterly, 29 (4), 330-332.
  • Cambourne, B. and Turbill, J. (1987). Coping with chaos. Rozelle, Australia: Primary English Teaching Association.
  • Carle, E. (1969). The very hungry caterpillar. New York: Philomel.
  • Chall, J. (1967). Learning to read: The great debate. New York: John Wiley.
  • Christie, F. (1989). Language education. New York: Oxford University Press.
  • Christie, F., Devlin, B., Freebody, P., Luke, A., Martin, J., Threadgold, T. & Walton C. (1991). Teaching critical social literacy: A project of national significance on the preservice preparation of teachers for teaching English literacy. Canberra: Department of Education Employment and Training.
  • Clay, M. M. (1979). Reading: The patterning of complex behaviour. (2nd Edition). Auckland: Heinemann.
  • Comber, B. and Barnett, J. (Eds). (2003). Look again: Longitudinal studies of children’s literacy learning. Newtown: Primary English Teachers Association.
  • Comber, B. (2001). Critical literacies and local action: Teacher knowledge and a ‘new’ research agenda. In B. Comber & A. Simpson (Eds.) Negotiating critical literacies in classrooms. New Jersey: Lawrence Erlbaum.
  • Comber, B. (2003). Critical literacy: What does it look like in the early years? In N. Hall, J. Larson, J. & J. Marsh, (Eds.) Handbook of research in early childhood literacy. Sage/Paul Chapman, United Kingdom.
  • Department of Education NSW. (1961). Curriculum for Primary Schools. Sydney: V.C.N. Blight, Government Printer.
  • Department of Education NSW. (1974). Curriculum for Primary Schools: Language. Sydney: New South Wales Government Printer.
  • Department of Education NSW. (1978). Reading K-12: Curriculum Policy Statement. Sydney: NSW Department of Education.
  • Department of Education NSW. (1987). Writing K-12. Sydney: NSW Department of Education.
  • Department of Education and Employment. (1991). Australia’s language: The Australian language and literacy policy. Canberra, Australia: AGPS.
  • Department of Education Science and Training. (2005). Teaching reading: Report and recommendations. National Inquiry into the Teaching of Literacy, Canberra: Commonwealth of Australia.
  • Department of Education and Science. (1975). (The Bullock Report), A language for life. Report of the Committee of Inquiry for the Department of Education and Science under the Chairmanship of Sir Alan Bullock, London, Her Majesty's Stationary Office. Accessed 10th March 2007. http://www.dg.dial.pipex.com/documents/docs1/bullock.shtml
  • Derewianka, B. (1990). Exploring how texts work. Rozelle: Primary English Teaching Association.
  • Elkind, D. (1995, September). School and family in the postmodern world. Phi Delta Kappan, 8-14.
  • Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL. 5(7), 7-16.
  • Goodman K. S., & Gollasch F.V. (1982). Language and literacy: The selected writings of Kenneth S. Goodman Vols. 1 &2. Boston: Routledge and Kegan Paul.
  • Goodman, Y., Watson, D. & Burke, C. (2006). 2nd Ed Reading miscue inventory: From evaluation to instruction. Katonah, NY: Richard C Owen Publishers.
  • Graves, D. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann Educational Books.
  • Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.
  • Halliday, M.A.K. (1980). Three aspects of children's language development: Learning language, learning through language, learning about language. Paper presented in Master Education Course, Sydney University, Australia.
  • Harste, J.C. (1989). New policy guidelines for reading: Connecting research and practice. Urbana, IL: National Council of Teachers of English.
  • Holdaway, D. (1979). The foundations of literacy. Sydney: Ashton Scholastic.
  • Hufnus, B. (no date). Gestalt Theory. Department of Educational Technology, San Diego State University. Retrieved 22nd February 2007 from http://coe.sdsu.edu/eet/articles/gestalt/index.htm.
  • Louden W., Rohl M., Barratt-Pugh C., Brown C., Cairney T., Elderfield J., House H., Meiers M., Rivalland J., & Rowe K. (2005). Effective literacy teaching practices in the early years of schooling, A Special Edition of the Australian Journal of Language and Literacy. 28 (3), 175-249.
  • Luke, A. (1987). Making Dick and Jane: Historical genesis of the modern basal reader. Teachers College Record 89 (1), 91-116. Retrieved 3-15-07 from http://www.tcrecord.org ID Number: 537.
  • Luke, A. & Freebody, P. (1999). A map of possible practices: Further notes on the four resources model. Practically Primary 4 (2), 5–8.
  • Luke, A. & Freebody, P. (1999b). Further Notes on the Four Resources Model, Reading Online, Retrieved 5-20-07 from http://www.readingonline.org/past/past_index.asp? HREF=/research/lukefreebody.html.
  • Knapp, P., & Watkin M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing, Australia: University of NSW Press.
  • Martin J. (1985). Factual Writing: Exploring and challenging social reality. Geelong, Vic.: Deakin University Press (ECS806 Sociocultural Aspects of Language and Education).
  • NSW Board of Studies. (1998). English K-12 Syllabus. Sydney NSW: Board of Studies.
  • Plowden Report. (1967). Children and their primary schools. Report of the Central Advisory Council for Education (England) London: HMSO Retrieved March 10th 2007 from http://www.dg.dial.pipex.com/documents/plowden.shtml
  • Skinner, B. F. (1957). Verbal behaviour. Englewood Cliffs, NJ: Prentice Hall.
  • Smith, F. (1978). Reading. Cambridge: Cambridge University Press.
  • Smith, F. (1982). Writing and the writer. London: Heinemann.
  • Smith, F. (1983). Reading like a writer. Language Arts, 60 (5) 558-567.
  • Smith, F. (1986). Insult to intelligence: The bureaucratic invasion of our classrooms. Portsmouth, NH: Heinemann.
  • Thomas, D. (1985). Taking stock, in L. Unsworth, (Ed.) Reading: An Australian perspective. Melbourne: Nelson.
  • Turbill, J. (Ed.) (1982). No better way to teach writing. Rozelle: Primary English Teaching Association.
  • Turbill, J. (1983). Now, we want to write Rozelle: Primary English Teaching Association.
  • Turbill, J. (2001a). A researcher goes to school: The integration of technology into the
  • early literacy curriculum. Journal of Early Literacy 1 (3), 255-279.
  • Turbill, J. (2001b). Getting kindergarteners started with technology: The story of one
  • school. Reading Online, 5(1). Retrieved on March 10, 2007 from
  • http://www.readingonline.org/international/inter_index.asp?HREF=turbill2/inde x.html
  • Turbill, J. (2003). Exploring the potential of the digital language experience approach
  • in Australian classrooms. Reading Online 6 (7). Retrieved on March 10, 2007 from
  • http://www.readingonline.org/international/inter_index.asp?HREF=turbill7
  • Turbill J. & Cambourne, B. (1997). The changing face of whole language. Special Issue, Australian Journal of Language and Literacy, 20 (2).
  • Walshe, R.D. (Ed.) (1981a). Donald Graves in Australia. Rozelle: Primary English Teaching Association.
  • Walshe, R. D. (1981b). Every child can write. Rozelle: Primary English Teaching Association.
  • Watson D.J. & Allen, P. (1976). Findings of research in miscue analysis: Classroom implications. Urbana, IL: National Council of Teachers of English.
  • Weaver, C. (1980). Psycholinguistics and reading: From process to practice. NY: Winthrop Publishers.
  • Wilde, S. (1996). Notes from a kidwatcher: Selected writings of Yetta M Goodman. Portsmouth, NH: Heinemann.
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA49KM97HJ
Bölüm Makaleler
Yayımlanma Tarihi 1 Ağustos 2007
Yayımlandığı Sayı Yıl 2007 Cilt: 3 Sayı: 2

Kaynak Göster

APA Looking Back to Look Forward: Understanding the Present By Revisiting The Past: An Australian Perspective. (2007). International Journal Of Progressive Education, 3(2), 8-29.