In this manner, literacy is
specific to context. Students need to be taught varying differences of
literacy in English versus Mathematics or Science or History. Every industry or school of thought has its own structure or set of rules. Most importantly, teachers need to provide the foundational level of literacy in the fundamental areas so that students have enough skills upon which to build when they enter a particular concentration.
The researcher Zwiers discusses training students in the use of “bricks” and “mortar” to build language. The purpose of the two terms is to differentiate between “content-specific vocabulary and general academic terms,” identifying names, events, places as more concrete whereas philosophical, complex words are more abstract. Zweirs attests “mortar words and phrases, as the metaphor implies, are general-utility words that hold the content-specific technical words together” (p. 22).
From there, Zwiers identifies three crucial functions of academic language: to describe complexity (describe complex concepts as clearly as possible), higher-order thinking (describe cognitive processes that are used to solve problems, and express ideas), and abstraction (describe abstract concepts). Furthermore, these purposes “take different forms in each content area and at each grade level” (p. 23-25).
From there, Zwiers identifies three crucial functions of academic language: to describe complexity (describe complex concepts as clearly as possible), higher-order thinking (describe cognitive processes that are used to solve problems, and express ideas), and abstraction (describe abstract concepts). Furthermore, these purposes “take different forms in each content area and at each grade level” (p. 23-25).
Features of Language
The following are various features of language that we find in different texts. Next to each feature, in parenthesis, is the school subject area in which these features are typically found (Dr. Zisselsberger).
- Figurative expressions (English)
- Being explicit (All; context dependent)
- Condensed complex sentences (Math/Science)
- Nominalization (Science)
- Remaining detached (avoiding the use of “I” or opinions) (All)
- Use evidence (English, History)
- Soften the message with hedges (phrases such as “More or less,” or “this kind of implies…”) (English, History)
- Clarity (Science)
- Long sentences (All)
- Nuances with modals (If…then…) (Math, Science, History)
- Abstractness (All)
As one can see here, these features, similar to the functions of academic language described earlier, apply differently to specific subject areas, or apply to different subject areas altogether. Students must have a solid foundation of the basis of these features in order to successfully advance to the more intricate study of any particular area.
Similar to different literacies between subjects within the traditional school institution, the interests presented by pop culture are dynamic and widespread. Pop culture can span industries such as music, fashion, beauty, and more; each of which presents its own type of literacy. The researcher Morrell argues that “young people are involved in many rigorous and relevant literacy activities that are related to their participation in youth popular culture” (p. 40). She gives the example that students interested in music often purchase magazines such as The Rolling Stones, which features well-written articles covering the music industry. Of course, one reading an article from The Rolling Stones must have a certain degree of “music” literacy: from genres, to specific artists, to musical techniques and skills, etc. As you can see, every field has specific ways of reading, writing, and disseminating information in which individuals involved in that specific community needs to be well-versed in order to consume and contribute accordingly.
Similar to different literacies between subjects within the traditional school institution, the interests presented by pop culture are dynamic and widespread. Pop culture can span industries such as music, fashion, beauty, and more; each of which presents its own type of literacy. The researcher Morrell argues that “young people are involved in many rigorous and relevant literacy activities that are related to their participation in youth popular culture” (p. 40). She gives the example that students interested in music often purchase magazines such as The Rolling Stones, which features well-written articles covering the music industry. Of course, one reading an article from The Rolling Stones must have a certain degree of “music” literacy: from genres, to specific artists, to musical techniques and skills, etc. As you can see, every field has specific ways of reading, writing, and disseminating information in which individuals involved in that specific community needs to be well-versed in order to consume and contribute accordingly.
Examples of content area Specific literacies
These examples can be adapted into creative lesson plans to share with students, allowing students to take on real-world job personas.
Doctor:
Medical Studies/Journals:
*Doctor/Nurse literacy can be a great exercise to have
students practice code switching, in which they read the academic
language and then pretend to explain the jargon in laymen's terms to
patients.
Film Critic:
Movie Critiques Food Critic:
Food/Dining Critiques Musician
Sheet Music |
Each example presents a specific "text" that the professional will be likely to encounter in their particular field.
Historian:
Historical Analysis:
*The following is another great resource for teaching students how to write about history
Literary Critic:
Marketing Copywriter:
Press Releases *Students can pick a brand they like and find a press release that brand has distributed Psychologist:
Experimental Studies:
|